The Current Status and Future of Narrative in High School English Education: Implications for English Education and English Literature Education

2021 ◽  
Vol 25 (3) ◽  
pp. 5-44
Author(s):  
Sukjin Kang ◽  
Youngmee Kim ◽  
Gyu Han Kang ◽  
Ji-Soo Kang
Keyword(s):  
High School ◽  
English Education ◽  
English Literature ◽  
Current Status ◽  
High School English ◽  
Literature Education

A Survey on Korean high school English teachers’ perception of English education policies.

2012 ◽  
Vol 67 (2) ◽  
pp. 367-391
Author(s):  
박지선 ◽  
박재은 ◽  
백인환 ◽  
Kyungsuk Chang
Keyword(s):  
High School ◽  
English Education ◽  
English Teachers ◽  
Education Policies ◽  
High School English

scholarly journals Working With Younger-Arriving ESL Learners in High School English: Never Too Late to Reclaim Potential

2002 ◽  
Vol 19 (2) ◽  
pp. 01 ◽  
Author(s):  
Hetty Roessingh ◽  
Pat Kover
Keyword(s):  
High School ◽  
Language Proficiency ◽  
Academic Writing ◽  
English Literature ◽  
Literature Study ◽  
High School English ◽  
Academic Language Proficiency ◽  
Cognitive Academic Language Proficiency ◽  
Basic Vocabulary ◽  
Esl Learners

Younger-arriving ESL learners often come to high school ill prepared for the demands of English literature courses. Although they may have acquired the phonological and grammatical system of English with relative ease and developed a basic vocabulary, they lack the breadth and depth of vocabulary and the related concepts that are necessary to engage with the abstract nature and cultural embeddedness of literature study. In probing behind this linguistic facade, we have been able to help our students make gains in the development of cognitive academic language proficiency as reflected in standardized achievement measures of academic writing. The acquisition of the cultural capital necessary for success in literature studies, however, is more problematic. New questions arise about student identity and cultural understandings that are central to the success of ESL learners in high school.

scholarly journals Adjunct Support for High School ESL Learners in Mainstream English Classes: Ensuring Success

1999 ◽  
Vol 17 (1) ◽  
pp. 72 ◽  
Author(s):  
Hetty Roessingh
Keyword(s):  
High School ◽  
Academic Success ◽  
Language Proficiency ◽  
English Language ◽  
English Literature ◽  
English Language Proficiency ◽  
High School English ◽  
Post Secondary ◽  
Esl Instruction ◽  
Esl Learners

The demographic profile of Alberta is changing rapidly. As the new millennium approaches, new patterns of immigration to Canada, and hence Alberta, are emerging and are forcing educators to rethink the goals of ESL instruction. The current wave of immigrants has expectations for academic success. Educational attention must be focused on programmatic responses that will ensure that ESL learners develop the level of English language proficiency necessary for academic success in high school and post-secondary study. Adjunct ESL instruction that complements the demands of high school English literature courses can result in the development of English language proficiency, and in turn academic success for ESL learners.

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