Reciprocal Learning Between Canada and China in English Language Education

This chapter provides contextual information of English language teaching and learning in Canada and China for readers to better understand the research reported in the following chapters by our Language Education Research Team in the Canada-China partnership for reciprocal learning in teacher education and school education (Xu & Connelly, 2013–2020). The partnership consists of two pillar programs: Teacher Education Reciprocal Learning Program, in which Canadian and Chinese pre-service teachers have yearly exchange visits, and the Canada-China Sister School Networks, in which Toronto-Beijing, Toronto-Shanghai, Toronto-Changchun, Windsor-Beijing, and Windsor-Chongqing sister school pairs were set up. In this book, the fieldwork has primarily come from the Reciprocal Learning Program and a Toronto-Beijing sister school pair, a Windsor-Beijing sister school pair and a Windsor-Chongqing sister school pair. English language teaching and learning in Canada and China have overlapping features as both have been essentially guided and shaped in the development of second language acquisition theories and pedagogies as well as applied linguistics. On the other hand, in spite of the fact that English language education in both countries has focused on the language system until recent years, the teaching and learning of English as a second or an additional language (ESL/EAL) in Canada is very different from the teaching and learning of English as a foreign language (EFL) or English as an international language (EIL) in China due to their different social, cultural, political, and historical backgrounds as well as different societal and educational needs. In this chapter, we first identify and understand the key curriculum policies and practices of English as a second language (ESL) or English as an additional language (EAL) in Canada versus English as a foreign language (EFL) or English as an international language (EIL) in China. With the understanding of the similarities and differences of English teaching and learning in Canada and China, we will explore their implications for West–East reciprocal learning between Canadian and Chinese university and school educators.