On the Key Competencies for China’s Secondary Vocational School English Curriculum Standards

Boran Wang

doi:doi:10.11648/j.ijll.20221002.14

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On the Key Competencies for China’s Secondary Vocational School English Curriculum Standards

Boran Wang

Published in International Journal of Language and Linguistics (Volume 10, Issue 2)

Received: 11 February 2022 Accepted: 28 February 2022 Published: 11 March 2022

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Abstract

To cope with the challenges in today’s world, students’ abilities should go well beyond basic reproduction of accumulated knowledge and concomitant acquisition of certain basic skills at school or university. Accordingly, competencies including knowledge, skills, attitudes and values are required for individuals’ sustainable development. This paper provides an overview of key competencies for China’s Secondary Vocational School English Curriculum Standards. The research panel of 11 members entrusted by the Ministry of Education of China (MOE) carried out a project of the key competencies in secondary vocational English since the official launch of the research project in May, 2017. On this basis, the research panel had China’s Secondary Vocational School English Curriculum Standards released in May, 2020. The key terms of competence and competency are first defined. Studies on key competencies abroad and at home are then reviewed. Four key competencies for China’s Secondary Vocational School English Curriculum Standards (2020) are then extracted from the review. These are workplace language communication, perception of thinking mode differences, cross-cultural understanding and autonomous learning – which are relatively independent but mutually integrated in that they form an organic whole. The criteria and process of extracting the four key competencies of secondary vocational English are described and the formulation and interpretation of the key competencies are elaborated upon. While the proposal concerning the key competencies provides conceptual support, the transformation from idea to practice needs considerable effort, especially in integrating these key competencies in curriculum design.

Published in	International Journal of Language and Linguistics (Volume 10, Issue 2)
DOI	10.11648/j.ijll.20221002.14
Page(s)	86-94
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Key Competency, English Curriculum Standards, Curriculum Design

References

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Boran Wang. (2022). On the Key Competencies for China’s Secondary Vocational School English Curriculum Standards. International Journal of Language and Linguistics, 10(2), 86-94. https://doi.org/10.11648/j.ijll.20221002.14

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Boran Wang. On the Key Competencies for China’s Secondary Vocational School English Curriculum Standards. Int. J. Lang. Linguist. 2022, 10(2), 86-94. doi: 10.11648/j.ijll.20221002.14

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AMA Style

Boran Wang. On the Key Competencies for China’s Secondary Vocational School English Curriculum Standards. Int J Lang Linguist. 2022;10(2):86-94. doi: 10.11648/j.ijll.20221002.14

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@article{10.11648/j.ijll.20221002.14,
  author = {Boran Wang},
  title = {On the Key Competencies for China’s Secondary Vocational School English Curriculum Standards},
  journal = {International Journal of Language and Linguistics},
  volume = {10},
  number = {2},
  pages = {86-94},
  doi = {10.11648/j.ijll.20221002.14},
  url = {https://doi.org/10.11648/j.ijll.20221002.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20221002.14},
  abstract = {To cope with the challenges in today’s world, students’ abilities should go well beyond basic reproduction of accumulated knowledge and concomitant acquisition of certain basic skills at school or university. Accordingly, competencies including knowledge, skills, attitudes and values are required for individuals’ sustainable development. This paper provides an overview of key competencies for China’s Secondary Vocational School English Curriculum Standards. The research panel of 11 members entrusted by the Ministry of Education of China (MOE) carried out a project of the key competencies in secondary vocational English since the official launch of the research project in May, 2017. On this basis, the research panel had China’s Secondary Vocational School English Curriculum Standards released in May, 2020. The key terms of competence and competency are first defined. Studies on key competencies abroad and at home are then reviewed. Four key competencies for China’s Secondary Vocational School English Curriculum Standards (2020) are then extracted from the review. These are workplace language communication, perception of thinking mode differences, cross-cultural understanding and autonomous learning – which are relatively independent but mutually integrated in that they form an organic whole. The criteria and process of extracting the four key competencies of secondary vocational English are described and the formulation and interpretation of the key competencies are elaborated upon. While the proposal concerning the key competencies provides conceptual support, the transformation from idea to practice needs considerable effort, especially in integrating these key competencies in curriculum design.},
 year = {2022}
}

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TY  - JOUR
T1  - On the Key Competencies for China’s Secondary Vocational School English Curriculum Standards
AU  - Boran Wang
Y1  - 2022/03/11
PY  - 2022
N1  - https://doi.org/10.11648/j.ijll.20221002.14
DO  - 10.11648/j.ijll.20221002.14
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 86
EP  - 94
PB  - Science Publishing Group
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AB  - To cope with the challenges in today’s world, students’ abilities should go well beyond basic reproduction of accumulated knowledge and concomitant acquisition of certain basic skills at school or university. Accordingly, competencies including knowledge, skills, attitudes and values are required for individuals’ sustainable development. This paper provides an overview of key competencies for China’s Secondary Vocational School English Curriculum Standards. The research panel of 11 members entrusted by the Ministry of Education of China (MOE) carried out a project of the key competencies in secondary vocational English since the official launch of the research project in May, 2017. On this basis, the research panel had China’s Secondary Vocational School English Curriculum Standards released in May, 2020. The key terms of competence and competency are first defined. Studies on key competencies abroad and at home are then reviewed. Four key competencies for China’s Secondary Vocational School English Curriculum Standards (2020) are then extracted from the review. These are workplace language communication, perception of thinking mode differences, cross-cultural understanding and autonomous learning – which are relatively independent but mutually integrated in that they form an organic whole. The criteria and process of extracting the four key competencies of secondary vocational English are described and the formulation and interpretation of the key competencies are elaborated upon. While the proposal concerning the key competencies provides conceptual support, the transformation from idea to practice needs considerable effort, especially in integrating these key competencies in curriculum design.
VL  - 10
IS  - 2
ER  -

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Author Information

Boran Wang

Foreign Studies College, Northeastern University, Shenyang, China

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APA Style

Boran Wang. (2022). On the Key Competencies for China’s Secondary Vocational School English Curriculum Standards. International Journal of Language and Linguistics, 10(2), 86-94. https://doi.org/10.11648/j.ijll.20221002.14

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ACS Style

Boran Wang. On the Key Competencies for China’s Secondary Vocational School English Curriculum Standards. Int. J. Lang. Linguist. 2022, 10(2), 86-94. doi: 10.11648/j.ijll.20221002.14

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AMA Style

Boran Wang. On the Key Competencies for China’s Secondary Vocational School English Curriculum Standards. Int J Lang Linguist. 2022;10(2):86-94. doi: 10.11648/j.ijll.20221002.14

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@article{10.11648/j.ijll.20221002.14,
  author = {Boran Wang},
  title = {On the Key Competencies for China’s Secondary Vocational School English Curriculum Standards},
  journal = {International Journal of Language and Linguistics},
  volume = {10},
  number = {2},
  pages = {86-94},
  doi = {10.11648/j.ijll.20221002.14},
  url = {https://doi.org/10.11648/j.ijll.20221002.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20221002.14},
  abstract = {To cope with the challenges in today’s world, students’ abilities should go well beyond basic reproduction of accumulated knowledge and concomitant acquisition of certain basic skills at school or university. Accordingly, competencies including knowledge, skills, attitudes and values are required for individuals’ sustainable development. This paper provides an overview of key competencies for China’s Secondary Vocational School English Curriculum Standards. The research panel of 11 members entrusted by the Ministry of Education of China (MOE) carried out a project of the key competencies in secondary vocational English since the official launch of the research project in May, 2017. On this basis, the research panel had China’s Secondary Vocational School English Curriculum Standards released in May, 2020. The key terms of competence and competency are first defined. Studies on key competencies abroad and at home are then reviewed. Four key competencies for China’s Secondary Vocational School English Curriculum Standards (2020) are then extracted from the review. These are workplace language communication, perception of thinking mode differences, cross-cultural understanding and autonomous learning – which are relatively independent but mutually integrated in that they form an organic whole. The criteria and process of extracting the four key competencies of secondary vocational English are described and the formulation and interpretation of the key competencies are elaborated upon. While the proposal concerning the key competencies provides conceptual support, the transformation from idea to practice needs considerable effort, especially in integrating these key competencies in curriculum design.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - On the Key Competencies for China’s Secondary Vocational School English Curriculum Standards
AU  - Boran Wang
Y1  - 2022/03/11
PY  - 2022
N1  - https://doi.org/10.11648/j.ijll.20221002.14
DO  - 10.11648/j.ijll.20221002.14
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 86
EP  - 94
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20221002.14
AB  - To cope with the challenges in today’s world, students’ abilities should go well beyond basic reproduction of accumulated knowledge and concomitant acquisition of certain basic skills at school or university. Accordingly, competencies including knowledge, skills, attitudes and values are required for individuals’ sustainable development. This paper provides an overview of key competencies for China’s Secondary Vocational School English Curriculum Standards. The research panel of 11 members entrusted by the Ministry of Education of China (MOE) carried out a project of the key competencies in secondary vocational English since the official launch of the research project in May, 2017. On this basis, the research panel had China’s Secondary Vocational School English Curriculum Standards released in May, 2020. The key terms of competence and competency are first defined. Studies on key competencies abroad and at home are then reviewed. Four key competencies for China’s Secondary Vocational School English Curriculum Standards (2020) are then extracted from the review. These are workplace language communication, perception of thinking mode differences, cross-cultural understanding and autonomous learning – which are relatively independent but mutually integrated in that they form an organic whole. The criteria and process of extracting the four key competencies of secondary vocational English are described and the formulation and interpretation of the key competencies are elaborated upon. While the proposal concerning the key competencies provides conceptual support, the transformation from idea to practice needs considerable effort, especially in integrating these key competencies in curriculum design.
VL  - 10
IS  - 2
ER  -

Copy | Download