English in China

AILA Review ◽  
2009 ◽  
Vol 22 ◽  
pp. 85-102 ◽  
Author(s):  
Anwei Feng
Keyword(s):  
Rural Areas ◽  
English Language ◽  
Minority Groups ◽  
Mother Tongue ◽  
Language Education ◽  
Cultural Dimensions ◽  
English Language Education ◽  
Chinese Language Education ◽  
Majority Groups ◽  
Urban And Rural Areas

This paper starts with an overview of the sociolinguistic context and a series of policy documents concerning English language education promulgated recently in China. It moves on to an analysis of disparities in English language education policies practised in different regions, differences between urban and rural areas, between social classes and between linguistic minority and majority groups. The juxtaposition aims to reveal what different regions and social and ethnic groups in China have in common and how divergent they can be in terms of local policies and practices in English language provision. Also discussed in the paper are issues such as tensions between the spread of English and Chinese language education, and between mother tongue, Chinese and English language education in the case of minority groups, inequality in education and other linguistic, political and cultural dimensions.

scholarly journals English Language Education in Rural Areas: Current Issues, Complexities and Ways Forward

2021 ◽  
Author(s):  
Pham Huy Cuong
Keyword(s):  
Language Learning ◽  
Rural Areas ◽  
Teaching And Learning ◽  
English Language ◽  
School Administrators ◽  
Language Education ◽  
Teaching Staff ◽  
English Language Education ◽  
Contextual Elements ◽  
Teachers And Parents

Despite various challenges confronting teachers, learners and other stakeholders, English language education in rural settings remained relatively underexplored. This study reviews contemporary research on the global and local constraints confronting language teaching and learning in rural areas with a view to proposing measures for boosting the quality of education specifically for the context of Vietnam. The findings uncover a number of limitations in facilities and funding for language education, shortages of teaching staff and the deployment of English curricula. The study also reveals that such learning conditions impact significantly on students’ motivation as well as the associations they develop with language learning. These problems are attributable to inequities in educational policy, financial support and endeavors to account for the discrepancies existing in different learning settings. Such insights provide important implications for policy makers, school administrators, teachers and parents in formulating approaches to tackling such issues and the complexities resulting from contextual elements.

scholarly journals ENGLISH LANGUAGE EDUCATION PROGRAM SECOND-YEAR STUDENTS’ SPEAKING DIFFICULTIES IN AN ACADEMIC SPEAKING CLASS

2021 ◽  
Vol 2 (2) ◽  
pp. 73-88
Author(s):  
Satya Monique Saragih ◽  
Listyani - Listyani
Keyword(s):  
Education Program ◽  
English Language ◽  
Mother Tongue ◽  
Language Education ◽  
Private University ◽  
English Language Education ◽  
Academic Context ◽  
Central Java ◽  
Second Year ◽  
The Right

Academic Speaking class is the last speaking class that students at an English Language Education Program (ELEP) have to take. However, to pass this class is not very easy because the students had to be able to speak in an academic context. Seeing this phenomenon, the researchers tried to identify the second-year students’ difficulties in the Academic Speaking class, in a private university in Central Java. There are three research questions in this research, “What are ELEP second-year students’ speaking difficulties in Academic Speaking class?”, “What factors contribute to the speaking difficulties in Academic Speaking class?’, and What strategies do the Academic Speaking students employ to overcome the difficulties?”. This research used both qualitative and quantitative approaches that took place at an ELEP and involved 38 participants from three Academic Speaking classes. The data were taken using questionnaires and interviews. This study acknowledged 8 difficulties in speaking English, difficulties in dealing with anxiety, over-using mother tongue, giving a spontaneous response, learning unfamiliar and strange accents, expressing ideas, finding the right lexicon, ordering the right grammatical patterns, and dealing with a competitive environment. Subsequently, the factors which contributed to the difficulties were students’ lack of confidence and lack of vocabulary. The findings of the study are hoped to be advantageous for both students and teachers in the Academic Speaking class.

English in rural Bangladesh

English Today ◽  
2014 ◽  
Vol 30 (4) ◽  
pp. 15-21 ◽  
Author(s):  
Elizabeth J. Erling ◽  
Philip Seargeant ◽  
Mike Solly
Keyword(s):  
International Development ◽  
Rural Areas ◽  
Global Economy ◽  
English Language ◽  
Local Community ◽  
Language Education ◽  
English Language Education ◽  
Rural Bangladesh ◽  
The People ◽  
Economic Markets

English's elevated status within a global economy of languages means that English-language education is increasingly promoted in international development initiatives in countries such as Bangladesh. This is partly due to a growing conviction that English is able to play an important role in helping people participate in global economic markets from which they have previously been excluded (Seargeant & Erling, 2011). Despite the strong associations made between English-language ability and development, there is at present only limited evidence showing a causal relationship between the two (Erling, forthcoming), while a complex of other issues surrounding the cultural politics of the language also play a role in the social implications of its promotion in such contexts. The aim of this article is to examine how English is perceived in rural Bangladesh by the people at whom such international development programmes are targeted. A broad assumption of such programmes is that English is a positive and, in some sense, necessary resource for development. The article investigates whether this matches the perception of those at whom such projects are aimed, and what it is that these communities feel the language can offer both in practical and in socio-cultural terms for the developmental challenges they face. In order to examine these questions the article draws on results from an ethnographical survey of two rural areas in Bangladesh which investigated the attitudes and aspirations of local community members to the potential impact of English-language education on their social prospects and cultural identities.

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.

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.

How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Atif Obaid M Alsuhaymi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Full Sample ◽  
English Grammar ◽  
Before And After ◽  
Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

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