scholarly journals On the International Cooperation of Baotou Vocational and Technical Colleges

2020 ◽  
Vol 3 (3) ◽  
pp. 14
Author(s):  
Yingxin Zhang
Keyword(s):  
Foreign Language ◽  
Vocational Education ◽  
International Cooperation ◽  
Language Proficiency ◽  
Economic Globalization ◽  
Vocational Schools ◽  
Teaching Staff ◽  
Higher Vocational Education ◽  
Foreign Language Proficiency ◽  
Teachers And Students

Economic Globalization makes the internationalization of higher vocational education an inevitable trend. However, there are some problems with the international cooperation of Baotou’s higher vocational schools. This paper analyzes the effective modes of the international cooperation of the Higher Vocational Colleges in Baotou from the perspective of the foreign language proficiency of teachers and students, the construction of teaching staff, the cooperation between schools and enterprises, the investment of funds, the renewal of ideas, and the Sino-foreign cooperation in running schools.

Assessing Foreign Language Proficiency of Undergraduates

1993 ◽  
Vol 77 (3) ◽  
pp. 371
Author(s):  
Barbara Freed ◽  
Richard V. Teschner
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Foreign Language Proficiency

scholarly journals Year of Intensive Language Learning, A Special Program to Rocket Hungarian Students’ Foreign Language Proficiency: A Success Story?

2017 ◽  
Vol 10 (1) ◽  
pp. 150-174
Author(s):  
Enikő Öveges
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Large Scale ◽  
Language Education ◽  
Language Competence ◽  
Secondary School Education ◽  
School Year ◽  
Foreign Language Proficiency ◽  
Contact Hours

Summary Hungary has witnessed several major attempts to improve the foreign language proficiency of students in primary and secondary school education since the political changes of the 1990s, as both international and national surveys reflect a dramatically low ratio of Hungarian population that self-reports to communicate in any foreign language at any level. Among other initiatives, a major one to boost students’ foreign language competence has been the Year of Intensive Language Learning (YILL), introduced in 2004, which allows secondary schools to integrate an extra school year when the majority of the contact hours are devoted to foreign languages. The major objectives of YILL are as follows: 1) to offer a state-financed and school-based alternative to the widely spread profit-oriented private language tuition; thus 2) granting access to intensive language learning and 3) enhancing equal opportunities; and as a result of the supporting measures, 4) to improve school language education in general. YILL is exemplary in its being monitored from the launch of the first classes to the end of their five-year studies, involving three large-scale, mixed-method surveys and numerous smaller studies. Despite all the measures to assist the planning and the implementation, however, the program does not appear to be an obvious success. The paper introduces the background, reviews and synthesizes the related studies and surveys in order to evaluate the program, and argues that with more considerate planning, the YILL ‘hungaricum’ would yield significantly more benefits.

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