Framework a blueprint for BRI English education

A development framework for English educators in countries and regions involved in the Belt and Road Initiative was released at the 2025 Global English Education China Assembly on Friday.

The Professional Development Framework for English Educators in BRI Nations, released by the Belt and Road Languages and Cultures Network, aims to guide various aspects of global English language education, including teacher training, teacher research and teacher quality assessment.

The network has been established by China Daily and 60 language teaching associations and higher education institutions from more than 50 countries to enhance alignment between China's language education policies and those of BRI countries and regions.

The framework provides a unified and objective benchmark for the professional development of English teachers in BRI countries and regions.

It can serve as a lifelong career development road map for teachers, improving their professionalism and driving improvements in the quality and effectiveness of education.

In the framework, the professional development of teachers is divided into four stages: the novices, the experienced, the accomplished and the experts.

Each stage details the professional knowledge, professional literacy and professional engagement required for English teachers to excel in English teaching, corresponding to the aspects of what teachers should know, should master and should do.

The framework provides specific, clear and detailed listings of 50 requirements of what English teachers should know, should be able to do and what they need to do in three domains and 13 dimensions at four different stages.

For example, for the "knowledge of English" requirement, novice teachers should develop a basic understanding of the main concepts and theories in English linguistics and applied linguistics, while expert teachers should develop a sophisticated understanding of the main concepts and theories in English linguistics and applied linguistics and how they relate to language teaching; consistently and effectively apply these concepts and theories to teaching practice; and explain to peer teachers how they relate to language teaching.

Mei Deming, a professor of Shanghai International Studies University and director of the academic board of the China Center for Language Planning and Policy Studies, said while BRI countries and regions value the importance of English education and English language talent cultivation, they lack consistent and cohesive criteria for quality evaluation of English teaching and teacher advancement.

The formulation and publication of the framework has come at the right time, providing a unified and objective benchmark for the professional development of English teachers in BRI countries, he said.

Barry Bai, president of Hong Kong Association for Applied Linguistics, said the framework's comprehensive nature, coupled with its practical applicability, positions it as a significant contributor to English language education worldwide.

zoushuo@chinadaily.com.cn