A Study of Educational Policy from the Perspective of Language Education Planning

¹ Johns Hopkins University
² The University of Manchester
³ City University of Hong Kong
⁴ Chinese University of Hong Kong
⁵ Guangzhou Sports University
⁶ Zhejiang University of science and technology
⁷ The Chinese University of Hong Kong

^* Corresponding author: Email: asderty67rtyasd@gmail.com

Abstract

Language is the most significant medium of human communication and one of the most crucial marks of a nation’s identity. Language differences are becoming a major source of worry and importance in contemporary multi-ethnic states. Language policies are developed and put into practice in these nations in a way that not only considers the historical, political, economic, and cultural aspects of the nation, but also protects the relationships and interests of the many nationalities. This study is divided into the following major sections. The introduction, which is the first section, includes a discussion of the topic’s goals and rationale, a review of the literature, the methodology and organizational framework of the paper, and an explanation of the paper’s important topics. The second section provides the policy’s overall backdrop, including the political and economic climate, the state of the language, the educational system, and the industry where it is formed. Language education policy development has the following characteristics: it is heavily impacted by political economics, and language education policy at the national and state level reflects both generalities and particularities. Language teaching and learning activities include early language education for children, a focus on communication activities and teacher training, and a close integration of school and home education. There is debate over whether teaching children’s multiple languages as part of their compulsory education causes stress for them. The implications of language education programs in other regions for China are examined in the final commentary.