China’s People’s Liberation Army (PLA) has been urged to overhaul how English is taught in its military academies, after senior lecturers warned that current training leaves personnel ill-prepared to communicate on the international stage. According to reporting by Reuters, the call came from three associate professors at the PLA Air Force Early Warning Academy, who argued that language instruction remains overly academic and disconnected from real-world operational needs.
In an article published in the February edition of the official Military-to-Civilian in China magazine, the lecturers said existing courses focus heavily on vocabulary, grammar, reading, and writing while neglecting practical communication skills such as speaking, listening, and professional presentation. As a result, many graduates can understand English-language military materials but struggle to converse naturally, draft standardised tactical reports, or discuss technical matters with foreign counterparts.
The authors described classrooms dominated by a “teachers talk and students listen” model that discourages participation and limits discussion. Specialised listening, speaking, and translation training accounts for less than 20 percent of coursework in some programmes, while reading documents can make up as much as 60 percent. Practical scenarios, including the language skills required for joint exercises or interpreting international regulations, may represent only 15 percent of instruction. Surveys cited in the article found that 80 percent of students felt classroom content did not match their operational needs.
Assessment methods were also criticised for relying mainly on written exams that test grammar and comprehension rather than real-life application. While about 70 percent of students could master textbook terminology, only 30 percent were able to explain technical requirements during simulated procurement discussions involving foreign military equipment. The lecturers warned this created “a disconnect between the assessment system and actual combat needs.”
Faculty expertise presents another challenge. Many English instructors lack sufficient military knowledge to explain specialised concepts such as asymmetric warfare, while some military lecturers do not possess strong English-language skills. Nearly 60 percent of teachers reportedly attend fewer than two professional training sessions per year, and three-quarters lack practical international experience. Limited use of modern resources, such as military-focused online courses or simulated command-centre technology, further restricts learning.
The article stressed that stronger English capabilities are increasingly vital as the PLA expands its global activities, including United Nations peacekeeping missions, multinational exercises, naval escort operations in the Gulf of Aden, and international arms sales. In fields like drone technology, effective English communication is essential for interpreting performance specifications and responding to foreign clients’ technical questions.
To address the shortcomings, the authors proposed a sweeping curriculum redesign that prioritises oral communication, listening comprehension, and presentation abilities. They also recommended recruiting professionals with both military and linguistic expertise, expanding interactive teaching methods such as case studies and simulations, and increasing the use of digital learning platforms and virtual training environments. The reforms, they argued, are necessary to ensure Chinese forces can operate confidently and effectively in an increasingly interconnected defence landscape.
