The Concept of “English Learning Power” and its Implication for the Design of English Curricula for Primary and Middle Schools in China

Abstract

In the research on New Characteristics of Future Basic Education in China, Dina Pei formulates a “three-powered” model to theorize about the characteristics of future basic education in China. The three powers refer to the “Policy-making Power” of the local educational administration, the “Leading Power” of the school leadership, and the “Learning Power” of the students. The concept of “English learning power” derives from the concept of the learning power in the model. English learning power consists in a “three-level” and “six-element” integrity or wholeness. The three levels from which it is perceived are the elementary level (including knowledge and experience, reflection and strategies, and perseverance and enterprise), the approach level (covering communication and cooperation, and practice and activity), and the target level (critical thinking and creativity). English learning power is developed and manifests itself in English learning activities. Historically, the functions of instruction and education are discrete in the English curricula for primary and middle schools in China, where they are couched as the instrumental function and humanistic function respectively. The concept of English learning power focuses on the learner’s quality of English learning rather than the discrete quality of English knowledge and skills. Under this concept, the learner’s English knowledge, English skills and all other related elements are integrated into the learner’s English learning power.

Keywords: English learning power, English curriculum, primary school, middle school, China