Local responses to global English: perceptions of English in Taiwan

English Today ◽  
2012 ◽  
Vol 28 (3) ◽  
pp. 67-72 ◽  
Author(s):  
Han-Yi Lin
Keyword(s):  
English Language ◽  
National Policy ◽  
Language Education ◽  
First Century ◽  
Cultural Institutions ◽  
English Language Education ◽  
Global English ◽  
Local Responses ◽  
English Language Policy ◽  
The Status

English language policy in Taiwan has undergone major changes at the beginning of the twenty-first century. The national policy of promoting English and the extension of English-language education at the elementary level has inevitably had a great impact on Taiwan's education system and the status of English in Taiwan (see Chern, 2003; Hung, 2003; Chen, 2006). While the global spread of English has been taking place via national policy and cultural institutions such as schools, a relevant question is how the spread of English is perceived and what responses are made by individuals in Taiwan.

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 Revisiting the orality-literacy relationship and its implications for English language teaching in Bangladesh

IIUC Studies ◽  
2017 ◽  
Vol 14 (2) ◽  
pp. 99-110
Author(s):  
Md Maksud Ali
Keyword(s):  
English Language ◽  
Literacy Practices ◽  
National Policy ◽  
Language Education ◽  
English Language Teaching ◽  
English Language Education ◽  
Policy Makers ◽  
Traditional Concept ◽  
Cultural Concepts ◽  
Speakers Of Other Languages

This paper focuses on different concepts of literacy and their implications for TESOL (Teaching English to Speakers of Other Languages). Taking a critical perspective, the study examines the traditional concept of literacy and illuminates how a narrow approach to literacy may lead to a conflict between national policy text and the actual pedagogic practices. Therefore, the author advocates for situating contemporary TESOL pedagogy within a broader concept. In addition, the study examines how literacy is embedded with orality, and whether the link between them has any implications for English language education in Bangladesh. It is argued here that since different cultures and societies do not adhere to a single set of literacy practices, an awareness of learners’ and other stakeholders’ socio-cultural concepts of literacy in a society is essential for TESOL practitioners in order for their materials and methods to be socio-culturally responsive. The study has implications for policy makers, materials writers and TESOL practitioners. IIUC Studies Vol.14(2) December 2017: 99-110

scholarly journals DOCTORAL RESEARCH IN ENGLISH LANGUAGE EDUCATION IN INDIA: A STUDY OF UNIVERSITIES IN MAHARASHTRA STATE

2021 ◽  
pp. 541
Author(s):  
Ravindra Tasildar
Keyword(s):  
English Language ◽  
Language Education ◽  
First Century ◽  
English Studies ◽  
Separate Study ◽  
English Language Education ◽  
Doctoral Research ◽  
British Rule ◽  
Education In India ◽  
History Of

English Language Education (ELE) in India has a history of about two hundred years. There were some significant studies in ELE during the British rule. The research in ELE in India was mostly carried out in the second half of twentieth century. A cursory review of bibliographies reveals that ELE is one of the less researched sub-disciplines of English Studies in India. In the absence of a separate study on research in ELE in India, the present paper is a modest attempt to evaluate the doctoral research in different areas of ELE in the universities in Maharashtra State of India. The purpose of the present study is to know the less explored and over explored areas of ELE for doctoral research. This study would not only strengthen the research in ELE but also define the scope for further research in ELE in India.  Besides, it may not only help the aspirant researchers but also will determine the path of ELE in twenty-first century India. 

scholarly journals TERTIARY LANGUAGE PLANNING AND CAREER DEVELOPMENT: CHALLENGES TO VIETNAMESE STUDENTS

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Nguyen Thi Thom Thom ◽  
Bui Thi Ngoc Thuy ◽  
Nguyen Duc An
Keyword(s):  
Career Development ◽  
English Language ◽  
Language Education ◽  
Well Being ◽  
Structured Interview ◽  
Success Factor ◽  
English Language Education ◽  
The North ◽  
English Language Policy ◽  
Long Run

Research in the field of English language education has shifted towards interrogating the real role of English in development across disciplines and countries. Vietnam English language policy, especially the National Foreign Languages Project (The NFL Project), have promoted English as a key success factor for Vietnamese students in the labour market as well as the well-being of the nation. This paper focuses on examining the notion of development which investigates the roles of English in Vietnamese tertiary students’ employability. The researchers conducted 527 surveys with tertiary students in four university in the North Vietnam. Moreover, five students and three EFL tertiary instructors from each institution were selected to participate in a follow-up semi-structured interview (N = 32). The results indicated students’ limited level of confidence in both their English skills as well as career-related skills performed in English. In other words, students showed their lack of sufficient English for employability purposes. Aligning the research results with the promising and well-intended agendas of ELP and The NFL Project illuminates a clear mismatch between English and employability. In reality, the relationship between English language education and career development is highly complex and contested, which may influence students’ full development in the long run. Towards the end, the paper offers suggestions for improving pedagogies, policies and practices to promote English as one of vital employability skills for multifaceted personal and national developments.

scholarly journals Qualitative properties of mathematical model of English language education

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Atena Ghasemabadi ◽  
Nahid Soltanian
Keyword(s):  
Mathematical Model ◽  
Global Stability ◽  
Equilibrium Point ◽  
English Language ◽  
Language Education ◽  
Qualitative Properties ◽  
English Language Education ◽  
Compound Matrices ◽  
Reproduction Numbers ◽  
Coexistence Equilibrium

AbstractThis paper presents a mathematical model that examines the impacts of traditional and modern educational programs. We calculate two reproduction numbers. By using the Chavez and Song theorem, we show that backward bifurcation occurs. In addition, we investigate the existence and local and global stability of boundary equilibria and coexistence equilibrium point and the global stability of the coexistence equilibrium point using compound matrices.

‘I'm Telling You … The Language Barrier is the Most, the Biggest Challenge’: Barriers to Education among Karen Refugee Women in Australia

2012 ◽  
Vol 56 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Paula G. Watkins ◽  
Husna Razee ◽  
Juliet Richters
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Education ◽  
Well Being ◽  
English Language Education ◽  
Barriers To Education ◽  
Refugee Women ◽  
Education Participation ◽  
And Gender ◽  
The Impact

This article examines factors influencing English language education, participation and achievement among Karen refugee women in Australia. Data were drawn from ethnographic observations and interviews with 67 participants between 2009 and 2011, collected as part of a larger qualitative study exploring the well-being of Karen refugee women in Sydney. Participants unanimously described difficulty with English language proficiency and communication as the ‘number one’ problem affecting their well-being. Gendered, cultural and socio-political factors act as barriers to education. We argue that greater sensitivity to refugees' backgrounds, culture and gender is necessary in education. Research is needed into the combined relationships between culture and gender across pre-displacement, displacement and resettlement and the impact of these factors on post-immigration educational opportunities. Training is needed to sensitise educators to the complex issues of refugee resettlement. The paper concludes with recommendations for service provision and policy.

Analysis of EFL Learners’ Integrative and Instrumental Motivation Factor at English Language Education Undiksha

2021 ◽  
Vol 1 (1) ◽  
pp. 55-62
Author(s):  
Made Surya Mahendra ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Ida Ayu Made Istri Utami
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Target Language ◽  
Education Students ◽  
English Language Education ◽  
Motivation Factors ◽  
Integrative Motivation ◽  
Language Attitude ◽  
Learning English

This study aimed (1) to analyze motivation’s factor that affects English Language Education Students in achieving learning English both in instrumental and integrative motivation; (2) to analyze the major factor of motivation that affect students; and (3) to analyze how the major factor of motivation influence the students in achieving their goal in learning English. The survey was employed as a method of data collection through questionnaires and interviews. Both instruments consisted of instrumental and integrative motivation, which each dimension involves three factors of motivation. The results showed that English Language Education students were affected by six motivation factors. Those are academic, social, economic, attitude toward learning the target language, attitude toward the target language community, and desire to learn the target language. Among those motivation factors, the academic and attitude toward learning the target language were the major factor that affects students in achieving their goal in language learning.

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