Language Policy Implementation Strategies of English Education in Higher Education Institutions in Jiangsu Province of China

This research examines the implementation of national language policies on English education in higher education institutions (HEIs) in Jiangsu Province, China. The objectives of this study are threefold: 1) to analyze the desired conditions of English education as articulated in national policy documents, 2) to investigate the actual practices of English education in HEIs through a case study of institutions in Jiangsu Province, and 3) to identify discrepancies between policy mandates and institutional practices and to propose appropriate implementation strategies. This study adopts a qualitative research design integrating critical discourse analysis, content analysis, and N-gram analysis. The analysis is based on two national policy documents and English education–related information collected from the official websites of 20 sampled HEIs in Jiangsu Province. This integrated methodological approach enables a systematic comparison between national policy expectations and institutional practices.The findings indicate that national policies articulate comprehensive goals for English education, emphasizing talent cultivation, cross-cultural competence, and quality assurance. However, variations exist in the ways these policies are implemented at the institutional level. Discrepancies are identified in curriculum development, resource allocation, teacher development, evaluation mechanisms, and student outcomes, reflecting challenges in translating national policy mandates into diverse local contexts.The study concludes that flexible and context-sensitive implementation strategies are necessary to narrow the gap between national language policy expectations and HEI-based practices. The study proposes recommendations to enhance policy implementation through adaptive monitoring mechanisms, strengthened curriculum and resource support, balanced teacher development, improved evaluation systems, and the promotion of cross-cultural competence. The findings contribute to a clearer understanding of language policy implementation in higher education and provide practical implications for policymakers and institutional administrators.