scholarly journals ‘Teacher! Teacher! I want “A”, teacher!’

2011 ◽  
Vol 17 (2) ◽  
pp. 130-147 ◽  
Author(s):  
Philip Cass
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Education ◽  
Media Education ◽  
Education Policies ◽  
English Language Education ◽  
Language Of Instruction ◽  
Current Form ◽  
Higher Education Policies

This article broadly examines the teaching of journalism and media studies in the countries of the Gulf Co-operation Council and focuses specifically on the authors’ experiences of teaching these subject areas in the Colleges of Applied Science in Oman. Written partly in response to O’Rourke and Belushi (2010) and drawing on earlier work by Quinn (2001) and Al Hasani (2006), the paper addresses a number of broader questions about journalism and media education in the GCC countries. It asks whether the use of English as a language of instruction is sustainable in countries like Oman and whether its use is based on considerations of practicality or because of its perceived prestige. The article draws on debates about higher education language policy and questions about the viability of teaching ‘Western-style’ journalism in non-democratic societies raised by Josephi (2010) and others. The article argues that higher education policies which affect journalism and media education too often appear to be based on ideas about what will make the country look good or ‘modern’ while ignoring what might be its actual needs. The article argues that in some cases English language education in these subjects is not viable in its current form and that students themselves see the role of journalism in an utterly different light to that of their ‘Western’ or ‘Western’-educated instructors.

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.

Efficiency Driven Effect of Education in China: The Perspective of Global Competitiveness and Graduate Education

2021 ◽  
Vol 1 (1) ◽  
pp. 36-43
Author(s):  
Jia Liu ◽  
Lun Li
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Economic Development ◽  
Practical Significance ◽  
Education Policies ◽  
Global Competitiveness ◽  
Higher Education Policies ◽  
Level Of Economic Development ◽  
Education In China

Capital, natural resources, technology and education are often considered to be the most important factors in improving the level of economic development. China is in the "efficiency-driven" stage of economic development. There are objective laws in the development of education level and economic growth, but they interact with each other. Economic growth provides the foundation and necessary conditions for the development of education. At the same time, the role of education in promoting economic growth is also very obvious. Based on the perspective of postgraduate training, this paper studies the role of education in economic efficiency-driven, through the study of theory, data collection and empirical analysis, combined with the development characteristics of China's higher education, and compares China's and US higher education policies to guide China's higher education. The development of education, and then promote the transformation of China into the "innovation-driven" stage, has certain theoretical and practical significance.

scholarly journals Neoliberal Policies and English Language Education in Turkey

2020 ◽  
Vol 13 (9) ◽  
pp. 63
Author(s):  
Omer Gokhan Ulum
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
British Council ◽  
Medium Education ◽  
Turkish Higher Education ◽  
English Medium Instruction ◽  
Neoliberal Policies ◽  
Education In Turkey

Turkey has adopted a new trend regarding English-medium education in recent decades. The development of capitalism has also affected Turkey and the Turkish education system. The Turkish Council of Higher Education has aspired to make higher education in Turkey more global and international. Therefore, the British Council has prepared a report to show the situation of English in Turkey. It has been found that Turkey needs serious ameliorations in many ways in the sphere of English-medium instruction. The report findings show that Turkey can develop economically more if it can endorse English-based education. The popularity of neoliberalism has shown its effects in Turkish higher education. Therefore, English has been prioritized as a result of neoliberalism. In the future, the situation of English can be evaluated by teachers, scholars, students, policymakers, and international organizations. The findings also show that The Turkish Council of Higher Education believes that the British Council has contributed to the development of English in Turkey following neoliberal policies.

scholarly journals Rethinking Global Jinzai Policy: Exploring University Students’ Attitudes

2020 ◽  
Vol 2019 (1) ◽  
pp. 160
Author(s):  
Beni Kudo ◽  
Giancarla Unser-Schutz
Keyword(s):  
University Students ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Private University ◽  
Educational Policies ◽  
Education Policies ◽  
English Language Education ◽  
Students Attitudes

Discussions on English education policies often focus on their reception by teachers. However, this can overlook what students think about policy, and students’ support of policies may be crucial to their success. This is especially relevant to English education at universities, given the autonomy that university students have. To understand what students think about policies, a survey on certain aspects of Japanese educational policies and English language education was conducted at a private university. The survey focused on students’ attitudes towards guroubaru jinzai or global workers, a buzzword in Japanese EFL policies. Overall, students reported interest in becoming global workers, but they did not feel that this was realistic for themselves. This suggests that to gain the support necessary from students for their own cultivation as global workers in line with current EFL policies, it may be necessary to show the relevance to their own lives, from their own perspectives. 文科省の英語教育におけるポリシーの１つは「グローバル人材育成」であるが、大学英語教育では、学習に対する学生の主体的な意識や態度が重要である。中堅大学の学生を対象とした調査の結果、彼らは「国際的に活躍することが現代社会で求められている」と認識している一方、「そのような人材になることは自分にとって現実的ではない」と考えていることが分かった。理由の１つは「英語に対する自信のなさ」であるが、同時に「英語学習」には興味を持つ学生も多かった。「グローバル人材の必要性の認識」と「英語学習に対する興味」を利用することで、中堅大学の学生にとっても文科省のポリシーの実現が可能であると考えられる。

scholarly journals Implementing Authentic Assessment in EFL Classroom to Prepare Pre-Service Teachers for Curriculum 2013

2019 ◽  
Vol 3 (1) ◽  
pp. 59-68
Author(s):  
Sella Amelia
Keyword(s):  
Prospective Teacher ◽  
Qualitative Method ◽  
English Language ◽  
Language Education ◽  
Authentic Assessment ◽  
English Language Education ◽  
Ibn Khaldun ◽  
Teacher Understanding ◽  
Research Findings

This article aimed at the role of Authentic Assessment in Implementing In EFL Classroom To Prepare Pre-Service Teachers For Curriculum 2013. Authentic Assessment is a unit that will be the point of discussion in this article. How Authentic Assessment has big influences for understanding and perception of the prospective teacher. Authentic Assessment is an important thing that prospective teacher should understand. This study involves 10 respondents who were students of the 5th semester of English Language Education Program at Universitas Ibn Khaldun. The purpose of this study is to help prospective teacher understanding and prepare about Authentic Assessment. To collect the data the researchers follow some stages, namely filling out the questionnaires, interview, and observation. From the qualitative method, the researcher reported that the respondents’ responses are very diverse. The research findings showed that mostly they do not understand enough what Authentic Assessment is. 

scholarly journals FAKTOR YANG MEMPENGARUI KEBERHASILAN PESERTA DIDIK DALAM PEMBELAJARAN BAHASA INGGRIS (Teori Linguistik dan Al-Qur’an)

2018 ◽  
Vol 12 (1) ◽  
pp. 105-124
Author(s):  
Andi Muhammad Dakhalan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
School Facilities ◽  
School Curriculum ◽  
English Language Teaching ◽  
English Language Learning ◽  
English Language Education ◽  
Learning English

The emergence of today’s role of English as an international language (EIL) and as a global lingua franca (ELF) makes English language education important in many countries. In Indonesia, for example, it has been growing a number of schools ranging from kindergarten to university level which use English as the medium of instructions.Every subject in school curriculum has different objectives including English subject. But some students donot realize that, learning English is really important in their life. It makes them unmotivated in learning English. Lack of learners’ motivation is believed as one of the primary problems of English language teaching, many of them take it as a difficult lesson to learn. As a result, they skip class, and when they attend the class, it is not because they want to learn English but likely because they fear of failure. Moreover, lots of them may lack of attention during class, chatting with classmates, doodling in their note books or gasp in their textbooks. This present study aims at discovering the factors that influence the students’ achievement in English language learning by using linguistic and Al-Qur’an theory. The conclusion of the study is the factors that influence the students’ achievement in English language learning are the students’ intelligence, motivation, school facilities, policies of government and the principal, family, and environment

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