In 1993, a new English language curriculum for junior secondary schools in China was introduced as part of the nation's moves towards nine years' compulsory education. This paper analyses the curriculum development processes and contents. It argues that the curriculum incorporates features that are innovative—for instance, the syllabus stresses international cultural awareness and a greater emphasis on communicative competence; the new textbooks are of higher technical quality and reflect many Western pedagogical trends—but it also reflects a synthesis of traditional and new approaches to English curriculum design.
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Bob Adamson (2001) studied this question.