scholarly journals The Ideology of English-as-the-global-language in Taiwan’s Private English Language Schools

2022 ◽  
Author(s):  
Jackie Chang
Keyword(s):  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Native Speaker ◽  
Television Commercials ◽  
English Teaching ◽  
Future Success ◽  
Global Language ◽  
Language Schools

English is regarded as a key to globalization or internationalization and future success for Taiwan and its people. One of the most extraordinary results of English-as-the-global-language of English teaching and learning in Taiwan is private English language schools are ubiquitous. Research into how private English language schools weld together English-as-the-global-language and English teaching and learning has yet received much attention. This study aims to investigate how Taiwan’s private English language schools’ television commercials market English-as-the-global-language and what the underlying ideologies of English-as-the-global-language are. Exploring the ideology of English-as-the-global-language, Critical Discourse Analysis was employed herein to analyze 106 private English language school television commercials produced from 2000 to 2020 in Taiwan. The results indicate that English as the key to internationalization and future success is an ideology. Moreover, the ideological concept of English-as-the-global-language is central to English teaching and learning ideologies in Taiwan, such as an early start in English learning, English-only as the ideal English teaching method, and native-speaker norms in English teaching and learning.

scholarly journals The Ideology of English-as-the-global-language in Taiwan’s Private English Language Schools

2021 ◽  
Vol 12 (4) ◽  
pp. 53-68
Author(s):  
Jackie Chang
Keyword(s):  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Native Speaker ◽  
Television Commercials ◽  
English Teaching ◽  
Future Success ◽  
Global Language ◽  
Language Schools

English is regarded as a key to globalization or internationalization and future success for Taiwan and its people. One of the most extraordinary results of English-as-the-global-language of English teaching and learning in Taiwan is private English language schools are ubiquitous. Research into how private English language schools weld together English-as-the-global-language and English teaching and learning has yet received much attention. This study aims to investigate how Taiwan’s private English language schools’ television commercials market English-as-the-global-language and what the underlying ideologies of English-as-the-global-language are. Exploring the ideology of English-as-the-global-language, Critical Discourse Analysis was employed herein to analyze 106 private English language school television commercials produced from 2000 to 2020 in Taiwan. The results indicate that English as the key to internationalization and future success is an ideology. Moreover, the ideological concept of English-as-the-global-language is central to English teaching and learning ideologies in Taiwan, such as an early start in English learning, English-only as the ideal English teaching method, and native-speaker norms in English teaching and learning.

scholarly journals The Ideology of the-Best-English-Teaching-Method in Taiwan’s Children English Language Schools

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Jackie Chang
Keyword(s):  
Critical Discourse Analysis ◽  
Rural Areas ◽  
English Language ◽  
Teaching Method ◽  
Native Speaker ◽  
English Teaching ◽  
Taiwanese People ◽  
The Rich ◽  
Urban And Rural Areas ◽  
Language Schools

Taiwanese people’s motivation to learn English is a desire to communicate: a major obstacle to the mastery of spoken English has been the lack of opportunities to speak it. The traditional English teaching method cannot produce fluent English speakers. English teaching methodologies, such as English-only and Communicative Language Teaching (CLT), have been widely adopted as practical and the best way to acquire English speaking proficiency in children English language schools, to the point where they are taken for granted by many Taiwanese people. The central argument of this study is that the evaluation of the so-called the-best-English-teaching-method in children English language schools and as common practice in Taiwanese society is ideological. To explore the ideological concept of the-best-English-teaching-method used in children English language schools, Critical Discourse Analysis (CDA) was employed to analyze data drawn from children English language schools’ promotional materials or advertisements. The results indicate the promotion of the-best-English-teaching-method by children English language schools has resulted in social injustice, such as native speaker ideology, native and non-native division, white and non-white division, and English proficiency gap in the rich and the poor and urban and rural areas. It is hoped that the results of this study can enable Taiwanese people to escape the ideologies which have been taken for granted for so long.

scholarly journals “I was refused an ELT job for being non-native”-- An Insight into the Native Speaker Ideology in ELT

2018 ◽  
Vol 10 (1) ◽  
pp. 940-945
Author(s):  
Ke Ren
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Native Speaker ◽  
English Teachers ◽  
English Language Teaching ◽  
English Speaker ◽  
General Picture ◽  
Native English Speaker ◽  
English Teaching ◽  
Insight Into

In English language teaching (ELT), compared with non-native English speaker English teachers (NNESTs), native English speaker teachers (NESTs) seemingly gain prominence and are often taken for granted as better English teachers for non-native speaker students, which is described as the native speaker ideology (NS ideology) in this area. In foregoing research of this issue, much attention has been paid to the comparison of NESTs and NNESTs, or students’ perceptions on NESTs and NNESTs, while studies having a general picture of the NS ideology are scant. On the basis of literature review, the paper is attempted to have an overall picture of the NS ideology in ELT, with a focus on its causes, its effects on English teaching and learning, and its irrational aspects. In the end, corresponding implications for English teaching and learning are proposed based on the foregoing discussions. 

The Pedagogy of English Teaching-Learning at Primary Level in Rural Government Schools

2016 ◽  
pp. 105-119
Author(s):  
P. Sunil Kumar ◽  
Sateesh Kumar Pradhan ◽  
Sachidananda Panda
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Government Schools ◽  
Primary Level ◽  
English Teaching ◽  
Rural Government ◽  
Using Data ◽  
Global Language ◽  
The Individual ◽  
Teaching Learning

English language is accepted as the global language in all walks of life today. Hence it becomes mandatory for everyone to learn English in order to be successful at the individual as well as social levels. Although Government has taken number of initiatives, it is necessary to mention that our rural schools at the primary level are adversely affected in this aspect, as the children are not properly taken care of in English teaching and learning skills. This paper is based on a survey work done amongst the students, parents and teachers by using data mining techniques like association rule mining measures and other interesting measures to reveal the facts for better implementation.

scholarly journals Developing Little Bridge as an evidence-informed English language learning platform for 6–12 year olds

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Emma Rogers ◽  
Kristen Weatherby
Keyword(s):  
Language Learning ◽  
English Learners ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
English Language ◽  
Social Aspect ◽  
English Language Learning ◽  
Learning Platform ◽  
Global Language ◽  
The Relationship

English is considered by many to be the global language of business and communication and, as such, parents and educators in countries in which English is not a native language are now encouraging children to study English at a young age. Much second language teaching and learning, however, does not take into account the real-world context within which language will be put to use. Little Bridge has developed an English language learning platform for students aged 6−12 years, within which learners acquire English vocabulary and skills and are able to apply what they have learned in real conversations with other English learners around the world. As part of UCL’s EDUCATE research accelerator programme, Little Bridge worked with a mentor to design and conduct mixed-methods research into the relationship between this social aspect of their platform and students’ achievement in learning English. Findings suggested that Little Bridge users who are the most active participants in the platform’s social network also complete more of the platform’s learning activities and achieve better results than those with the lowest social participation rates. The relationship between the academic mentor and Little Bridge enabled the company to develop a research mindset, understand the value of the data that they already have, and improve their understanding of the platform.

scholarly journals Speech Recognition of Oral English Teaching Based on Deep Belief Network

2020 ◽  
Vol 15 (10) ◽  
pp. 100
Author(s):  
Jianmei Wang
Keyword(s):  
Speech Recognition ◽  
Language Learning ◽  
Teaching And Learning ◽  
Teaching Method ◽  
Evaluation Model ◽  
Speech Rate ◽  
Pearson Correlation ◽  
Deep Belief Network ◽  
Belief Network ◽  
English Teaching

The oral English teaching faces several common problems: the teaching method is very inefficient, and the learners are poor in oral English. The development of computer-aided language learning offers a possible solution to these problems. Based on techniques of speech recognition, cloud computing and deep learning, this paper applies the deep belief network (DBN) to recognize the speeches in oral English teaching, and establishes a multi-parameter evaluation model for the pronunciation quality of oral English among college students. The model combines the merits of subjective and objective evaluations, and assesses the pronunciation from four aspects: pitch, speech rate, rhythm and intonation. Finally, the proposed model was verified through speech recognition and pronunciation evaluation experiments on 26 non-English majors from a college. The results show that the proposed evaluation model output credible results, which are consistent with those of experts, as evidenced by consistency, neighbourhood consistency and Pearson correlation coefficient. The research provides a feasible way to evaluate the oral English proficiency of learners, laying the basis for improving the teaching and learning efficiency of oral English.

Educational policy borrowing in a globalized world

2015 ◽  
Vol 14 (1) ◽  
pp. 60-74 ◽  
Author(s):  
Nguyen Van Huy ◽  
M. Obaidul Hamid
Keyword(s):  
Language Policy ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
The Body ◽  
Policy Document ◽  
Policy Borrowing ◽  
Content Type ◽  
Grass Root Level ◽  
Global Language

Purpose – This paper aims to shed light on the process of adopting and accommodating a global language education framework, namely the Common European Framework of Reference (CEFR) for languages, in the context of Vietnam. Design/methodology/approach – The data to develop the argument of the paper are obtained from a doctoral research project that aims to understand the reception, interpretations and responses of key stakeholders in the process of enacting the CEFR in a Vietnam public university. The study was designed as a qualitative case study with data being collected using policy document analysis, classroom observation and in-depth interviews with 21 purposively sampled participants, including school administrators, English language teachers and students over a period of six months. Findings – The paper argues that the adoption of the CEFR, as it currently stands, can be seen at best as a “quick-fix” (Steiner-Khamsi, 2004, p. 58) solution to the complex and time-consuming problem of improving the quality of English language education in Vietnam, which fails to address some critical issues in the practice of teaching and learning the language in the country. Originality/value – The study speaks to the body of literature on the CEFR as a contemporary global language policy borrowing phenomenon in developing countries. It contributes to a better understanding of how a global language policy is adopted and appropriated at the grass-root level.

scholarly journals On the Optimization of Sentence Imitation in Primary School English Teaching from the Perspective of Strong Memes

2017 ◽  
Vol 10 (5) ◽  
pp. 11
Author(s):  
Wang Lin
Keyword(s):  
Primary School ◽  
Crucial Role ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Teaching ◽  
Sentence Imitation ◽  
Language Teaching And Learning

A sentence is an important unit in English language, and plays a crucial role in language teaching and learning as well. For many years, sentence teaching is always worth discussion in English teaching, because sentence imitation is very important for students’ construction of logical discourse. This paper, based on memetics, proposes some certain optimization strategies of sentence imitation in primary school English teaching from the perspective of strong memes, and points out that efficient sentence imitation is of great importance in primary school English teaching.

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