English Language Education Reform and Assistant Language Teachers in Japan

2021 ◽  
pp. 7-17
Author(s):  
Nami Sakamoto
Keyword(s):  
Education Reform ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
English Language Education

scholarly journals The enactment of the Malaysian common European framework of reference (CEFR): National master trainer’s reflection

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Abdul Hakim Ali Abdul Aziz ◽  
Radzuwan Ab Rasid ◽  
Wan Zhafirah Wan Zainudin
Keyword(s):  
Education Reform ◽  
English Language ◽  
Language Education ◽  
Training Model ◽  
Language Teachers ◽  
International Standards ◽  
English Language Education ◽  
Master Trainer ◽  
English Language Teachers ◽  
Second Tier

As Malaysia sets out to realise their plan of the English Language Education Reform, the adaptation and implementation of Common European Framework of Reference (CEFR) is an obvious choice; however, creating a high-calibre teaching workforce to carry it out poses a significant challenge. This critical reflection article elucidates the implementation of CEFR in Malaysian Pre-, Primary and Secondary schools from the perspective of a National Master Trainer (NMT) who attended multiple courses by Cambridge English Super Trainers (CEST) before going on to train English language teachers using the Cascade Training Model. Based on the trainer’s experience, this article discusses the progress of the training, starting from CEST as the first tier, NMT as the second tier, and District Trainer (DT) as the third tier, until it reaches the teachers who will apply their knowledge and skills in the classroom. We conclude that despite the long and careful planning in terms of teacher training for the CEFR implementation, there are various aspects that need improvements, to better guarantee success in producing an English language programme along with international standards, as the plan dictates.

English Education Reform in Asian Countries

2021 ◽  
Author(s):  
Wenyang Sun ◽  
Xue Lan Rong
Keyword(s):  
Education Reform ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Asian Countries ◽  
Education Policies ◽  
English Language Education ◽  
Rapid Urbanization ◽  
The Status ◽  
Globalized World

Language education is becoming an increasingly important topic in education in Asian countries, especially as schools in Asian countries have become more multilingual and multicultural as a result of rapid urbanization and globalization. A comparative analysis of the issues in language education reform in Asian countries—using China, India, Japan, South Korea, and Singapore as examples—shows that, historically and currently, English language education policies are shaped by various underpinning ideologies such as linguicism, nationalism, and neoliberalism. English can serve as a vehicle for upward socioeconomic mobility, or an instrument of linguistic imperialism, or both, in Asia contexts. These ideologies, through language education policies and reforms, impact the status as well as the pedagogy and promotion of the English language. There is a trend and a need with regard to addressing critical consciousness in English education in order to counter the forces of linguicism and neoliberalism in an increasingly multilingual, multicultural, and globalized world.

scholarly journals The Pedagogical Practicum Journey Towards Becoming an English Language Teacher

2019 ◽  
Vol 21 (1) ◽  
pp. 173-185 ◽  
Author(s):  
Edgar Lucero ◽  
Katherin Roncancio-Castellanos
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Language Teachers ◽  
Mentor Teachers ◽  
English Language Education ◽  
Teaching Experiences ◽  
English Language Teachers ◽  
Practicum Experiences

This article discusses English language pre-service teachers’ pedagogical practicum experiences. We compiled, from their teacher journals and group talks, the lived teaching experiences of a group of 34 pre-service teachers who were majoring in English language education at a private university in Bogota, Colombia. The analysis of their stories makes us realize that their first practicum experiences are full of feelings and emotions, and that their first teaching practices are based on their mentor teachers’ pieces of advice. These first experiences, in turn, develop the foundation upon which they build themselves as English language teachers.

scholarly journals POLICY CHANGE IMPLEMENTATION: THE CASE OF THE CEFR IN MALAYSIAN ESL CLASSROOMS

2021 ◽  
Vol 6 (2) ◽  
pp. 296-317
Author(s):  
Nur Ashiquin C. Alih ◽  
Abdul Halim Abdul Raof ◽  
Masdinah Alauyah Md. Yusof
Keyword(s):  
Policy Change ◽  
Education System ◽  
English Language ◽  
Language Education ◽  
Structured Interview ◽  
Readiness For Change ◽  
Language Teachers ◽  
Change Implementation ◽  
English Language Education ◽  
English Language Teachers

Background and purpose: With rapid global development happening in the world today, the field of education has been awash with various change forces. In an effort to ensure its system is globally competitive, Malaysia has taken a step to align its English language education system to the Common European Framework of Reference (CEFR). However, any change in policy is not without problems and challenges as studies have shown that challenges were inevitable and stakeholders’ buy-in on the new change is necessary. Hence, this study was undertaken to investigate the challenges faced by teachers in implementing the CEFR in Malaysian ESL classrooms, their belief on this new reform and their readiness to implement the CEFR.   Methodology: A mixed-method design was utilized with the use of questionnaire and semi structured interview as means for data collection. 365 English language teachers responded to the questionnaire while 15 English language teachers participated in interview sessions.   Findings: The data revealed five challenges namely teachers’ motivation, materials, time, students’ proficiency level and facilities. Despite facing multiple challenges, all teachers exhibited positive belief towards the adoption of the CEFR. The study also showed that although teachers were emotionally ready to accept the change, their cognitive readiness for change however is dependent upon three important facets namely time, collective effort and adequate materials.   Contributions: The study provides insights into the change in policy involving the CEFR implementation in the Malaysian English language education system which contributes to the scarce literature on the implementation of CEFR.   Keywords:  Policy implementation, challenges in policy change, teachers’ belief, Common European Framework of Reference (CEFR), readiness for change.   Cite as: C. Alih, N. A., Abdul Raof, A. H., & Md. Yusof, M. A. (2021). Policy change implementation: The case of the CEFR in Malaysian ESL classrooms.  Journal of Nusantara Studies, 6(2), 296-317. http://dx.doi.org/10.24200/jonus.vol6iss2pp296-317

Student teachers’ perceptions of critical thinking and its teaching

ELT Journal ◽  
2019 ◽  
Vol 74 (1) ◽  
pp. 40-48
Author(s):  
Rui Yuan ◽  
Paul Stapleton
Keyword(s):  
Critical Thinking ◽  
Focus Group ◽  
Student Teachers ◽  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Language Teachers ◽  
English Language Education ◽  
Teachers Perceptions

Abstract Although the importance of critical thinking (CT) has been stressed in English language education, little attention has been paid to language teachers’ perceptions and experiences regarding CT during the pre-service stage of their careers. Drawing on data from a focus group and follow-up email interviews with pre-service language teachers, this study shows that the participants had a limited understanding of CT, and lacked preparation and support in their programmes regarding how to implement CT-oriented teaching practices. The findings also revealed a range of individual and contextual challenges faced by the participants when they tried to integrate CT into their language teaching. The study concludes with recommendations on how to cultivate a critical mindset among language teachers while developing CT-oriented pedagogies.

scholarly journals English language education reform in pre-2020 Olympic Japan: educator perspectives on pedagogical change

2021 ◽  
Vol 2021 (271) ◽  
pp. 107-131
Author(s):  
Michiko Weinmann ◽  
Ryo Kanaizumi ◽  
Ruth Arber
Keyword(s):  
Education Reform ◽  
Curriculum Reform ◽  
English Language ◽  
Teacher Educators ◽  
Language Ideologies ◽  
Language Education ◽  
Critical Examination ◽  
Pedagogical Change ◽  
English Language Education ◽  
Educator Perspectives

Abstract This paper reports on the perspectives of English language teachers and teacher educators on the most recent English language education policy and curriculum reform in Japan, implemented in preparation for hosting the 2020 Olympic and Paralympic Games in Tokyo. Previous research has comprehensively analysed how language ideologies based on national imaginaries, native-speakerism and deficit views of Japanese teachers’ pedagogy and practice continue to frame debates about English language education in Japan. Through select thematic episodes derived from the interview data with English language practitioners located in Japan, this paper brings into focus the views of English language educators who articulated insightful counter-positions to taken-for-granted understandings of effective English language use and teaching. The authors argue that in order to effect a paradigm shift in global English language education, in Japan and internationally, it is important to incorporate a critical examination of teacher perspectives that challenge and augment prevalent tropes about English language teaching and learning. The paper concludes with implications for addressing the policy-practice and theory-practice divides in English language education. It argues that a continued engagement with educator perspectives is an important space for bringing about a transformation of language ideologies and pedagogical change at the grass-roots level of the English language classroom.

scholarly journals A Review of Digital Skills of Malaysian English Language Teachers

2019 ◽  
Vol 14 (02) ◽  
pp. 139 ◽  
Author(s):  
Mohd Zulhilmi Che Had ◽  
Radzuwan Ab Rashid
Keyword(s):  
English Language ◽  
Language Education ◽  
Digital Natives ◽  
Language Teachers ◽  
Ict Integration ◽  
English Language Education ◽  
Digital Skills ◽  
E Learning ◽  
English Language Teachers ◽  
The Government

This paper reviews the use of digital skills among teachers to teach English language lesson at schools in Malaysia. It starts by tracking the scenario of digital natives in Malaysia who are studying at school. Next, it reviews the government policies related to the integration of ICT in education especially in English language education as the government has invested a large amount of money to roll out the plan. This is followed by the discussion on teachers’ digital skills in conducting English language classes. It reveals that the barriers of ICT integration are the lack of system support and teachers’ reluctance to adopt the integration in English language lesson. This paper also reviews the courses of continuous professional development among language teachers as to deliver e-learning effectively. This paper concludes the ICT integration in English language lessons is vital and the teachers have to equip themselves with adequate digitals skills to meet digital natives’ expectations in learning English.

scholarly journals CEFR as Language Policy: Opportunities and Challenges for Local Agency in a Global Era

2021 ◽  
Vol 50 (2) ◽  
pp. 60-70
Author(s):  
Kristof Savski ◽  
Keyword(s):  
Education Reform ◽  
Language Policy ◽  
English Language ◽  
Final Section ◽  
Language Education ◽  
Reference Levels ◽  
English Language Education ◽  
Local Agency ◽  
Global Era ◽  
The Common

The Common European Framework of Reference for Languages (CEFR) has become one of the most widely cited documents in language education across the globe, its influence now felt far beyond the confines of Europe, the context for which it was originally produced. In Malaysia, CEFR was given particular prominence in the Malaysia Education Blueprint 2013-2025 and English Language Education Reform in Malaysia: The Roadmap 2015-2025, both of which positioned the framework as the primary yardstick by which curricula were to be developed and against which achievements (or lack thereof) were to be evaluated. This paper examines CEFR from the perspective of language policy, focussing particularly on the implications this document has for local agency in the Malaysian context. The paper begins by examining the constructs of language and language education underlying CEFR, pointing in particular to how these reflect the socio-political context for which the framework was developed. The next section examines how policy texts in the Malaysian context, in particular the 2015 Roadmap, have interpreted CEFR, highlighting in particular the way that these texts (as other policies across the globe) have tended to treat the CEFR reference levels as a global standard, with little scope for local agency. The final section considers alternative, localized models for using CEFR as language policy in Malaysia, in particular how the framework may be used in support of an inclusive agenda in which diversity and multilingualism are embraced.

scholarly journals English Language Education as Practice of Freedom in Ghana: An Analysis of Teachers’ Views and Opinions

2021 ◽  
Vol 3 (5) ◽  
pp. 18-31
Author(s):  
Charlotte Fofo Lomotey
Keyword(s):  
Critical Pedagogy ◽  
Thematic Analysis ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Traditional Teaching ◽  
English Language Education ◽  
Language Classroom ◽  
English Language Teachers

This study examined the views and opinions of Senior High School (SHS) English language teachers on critical pedagogy as well as its applicability in their classrooms. To achieve these objectives, 220 teachers of English were sampled to respond to a questionnaire, with 50 out of this number selected to take part in an interview. The data were subjected to statistical analysis using the SPSS and thematic analysis by a simple system of coding. Results suggest that teachers consider critical pedagogy as a viable alternative to the traditional teaching practice. Based on the results, it is suggested that it is important for teachers to practice democracy in the English language classroom in order for students to see themselves as valued members of the society who can practice education as freedom.

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