scholarly journals English parenting for Japanese parents

English Today ◽  
2021 ◽  
pp. 1-6
Author(s):  
Janice Nakamura

The popularity of English in early foreign language teaching is a global phenomenon. Parents and policymakers in Europe are eager to expose young children to a foreign language, which is usually English (De Houwer, 2015). Likewise, in Japan, English is the de facto foreign language subject in schools (Sakamoto, 2012). The introduction of English education in lower elementary grades and the use of English examination scores to enter schools or universities or gain employment has made English more important than ever. These educational policies motivate many Japanese parents to send their children for English lessons or enroll them in English preschools or after-school programs. Attending an international school is a definite way to acquire high English proficiency, but not every family can afford the high tuition.

2021 ◽  
pp. 001312452110045
Author(s):  
Susan K. Klumpner ◽  
Michael E. Woolley

After school programs provide low income students and students of color with learning opportunities across both academic and non-academic domains that such students would otherwise not get. In this study, we examined the intersection of school characteristics (e.g., enrollment size, percent minority enrolled, and percent eligible for FARM) and the types of after school programming schools offered (e.g., fee-based, 21st CCLC, and other types) using binary logistic regression models. I n a sample of schools ( n = 1,601) surveyed by the National Center on Education Statistics 2008 FRSS, we found that under-resourced schools had lower odds of having a 21st CCLC program and higher odds of having a fee-based after school program (than schools with a lower percentage of students receiving FARM). That is counter to the stated goals of the 21st CCLC program. These findings highlight the need for a re-prioritization of 21st CCLC funding such that financial assistance provided to schools to support after school programs is allocated to schools serving students from low income families and communities.


Author(s):  
Melissa K. Levy ◽  
Brenda Abanavas ◽  
Gail Breslow ◽  
Gregg Croteau ◽  
Erin Harris ◽  
...  

2012 ◽  
Vol 13 (2) ◽  
pp. 347-357 ◽  
Author(s):  
Amy H. I. Lee ◽  
Chih-Neng Yang ◽  
Chun-Yu Lin

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