Despite some pros for providing English courses in China\'s primary schools, some factors should be acknowledged:pu?pils of young ages are less efficient in commanding the overall communicative skills than their older counterparts;teachers in many primary schools are not sufficiently competent as expected and are liable to build inadequate models that degrade children \'s lan?guage learning;there exists some misunderstanding about critical period hypothesis in which it is believed that language acquisi?tion can only be successful during people\'s younger age. The general provision of English courses in China\'s primary schools may not be as necessary and efficient as is generally advocated for the current state of affairs.