Preschool English language provision in China under the government ban

Figures & data

Table 1. Numbers and roles of interviewed participants

	Kindergarten C	Kindergarten D	Kindergarten E
Headteachers	1	1	1
English teachers	1	2	1
Parents	3	4	3

Table 2. Profiles of English teachers

	Gender	Nationality	Status	Educational background	Teaching Experience	English teaching certificate
Teacher C	Male	Australian	Part-time	PhD student in management	> two years	TEFL
Teacher D1	Male	Portuguese	Part-time	Master’s student in management	> one year	None
Teacher D2	Male	American	Part-time	Master’s student in medicine	Four years	TEFL
Teacher E	Female	Chinese	Full-time	College degree in English language	> ten years	Teaching certificate for secondary school

Figure 1. A Wechat screenshot between Headteacher D and the education agency, with English translation to the right.

Table 3. EELE in three kindergartens’ upper-level classes

	Kindergarten C	Kindergarten D		Kindergarten E
Access policy	Lower-level classes to upper-level class
Curriculum policy
Teaching objective	Inspire children’s language interest
Instruction time	1 × 25–30′		2 × 25–30′	5 × 20–30′
Teaching content	Short English-language songs, simple words and phrases, and basic short sentences
Personnel policy	Visiting foreign teachers			Full-time home-room teacher
Materials policy	Teacher-made	Hongen English		Kindergarten-based materials
Methodology policy	Teacher-led and play-based activities
Evaluation policy	No evaluation