Recontextualizing Immersion in the Chinese Context

2022 ◽  
pp. 256-269
Author(s):  
Tao Xiong
Keyword(s):  
Bilingual Education ◽  
School Leadership ◽  
Educational Program ◽  
English Language ◽  
Language Education ◽  
Education Policies ◽  
English Language Education ◽  
Chinese Context ◽  
The Impact ◽  
Education In China

Immersion and bilingual education have been key concepts in English language education policies and practices. Though discussions have been made on the theoretical and practical issues of bilingual education in China, there has been much disagreement between which model of bilingual education is suitable for the Chinese context, as well as which terminology to use. Drawing on interview, observation, and documentary data gathered during a three-year study of a public-funded foreign language school in Shenzhen, one of the most economically developed cities in China, this chapter is focused on the impact of a Sino-Canadian collaborative educational program on the teachers, students, and school leadership, and reports some preliminary findings and thoughts on related issues. The conclusion is that immersion and bilingual education in the Chinese educational context needs to be reconceptualized and reinterpreted.

Recontextualizing Immersion in the Chinese Context

2017 ◽  
pp. 177-190
Author(s):  
Tao Xiong
Keyword(s):  
Bilingual Education ◽  
School Leadership ◽  
Educational Program ◽  
English Language ◽  
Language Education ◽  
Education Policies ◽  
English Language Education ◽  
Chinese Context ◽  
The Impact ◽  
Education In China

Immersion and bilingual education have been key concepts in English language education policies and practices. Though discussions have been made on the theoretical and practical issues of bilingual education in China, there has been much disagreement between which model of bilingual education is suitable for the Chinese context, as well as which terminology to use. Drawing on interview, observation, and documentary data gathered during a three-year study of a public-funded foreign language school in Shenzhen, one of the most economically developed cities in China, this chapter is focused on the impact of a Sino-Canadian collaborative educational program on the teachers, students, and school leadership, and reports some preliminary findings and thoughts on related issues. The conclusion is that immersion and bilingual education in the Chinese educational context needs to be reconceptualized and reinterpreted.

‘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.

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.

scholarly journals The impact of bullying on EFL students’ academic achievement at state Islamic universities in Indonesia

2021 ◽  
Vol 8 (2) ◽  
pp. 120
Author(s):  
Safrul Muluk ◽  
Habiburrahim Habiburrahim ◽  
Syarifah Dahliana ◽  
Saiful Akmal
Keyword(s):  
Academic Achievement ◽  
Social Life ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Triggering Factors ◽  
Efl Students ◽  
Classroom Bullying ◽  
The University ◽  
The Impact

Issues and incidents of bullying may take place, regardless of time and place, notwithstanding at Islamic education institutions. This study is aimed at finding out types of bullying and their triggering factors taking place in the university classroom; examining steps taken by lecturers to anticipate and prevent classroom bullying; and analyzing the impact of bullying on EFL students’ academic achievement. This mixed-methods study involved 546 students and 30 lecturers of the English Language Education Department at three state Islamic universities in Indonesia; Universitas Islam Negeri Syarif Hidayatullah in Jakarta, Universitas Islam Negeri Sunan Kalijaga in Yogyakarta, and Universitas Islam Negeri Ar-Raniry in Banda Aceh. Both surveys and interviews were employed to collect the required data. The findings elucidate that physical, social, verbal, and racial are among the most common emergent bullying incidents the students experienced. Revealing the triggering factors of bullying, the data show that competition in academic and social life, differences in thoughts and appearances, lack of understanding of bullying meaning, and lack of regulation are pointed as the source of bullying. The findings also indicate that bullying influences students’ academic achievement; bullying incidents have driven their victims into four pathetic conditions: less confident, stressed, anxious, and passive. Some steps are applied by the lecturer to prevent and handle bullying; they are: providing classroom regulation, being a counselor for students, enforcing the regulation, and massive socialization.

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。

An Instrumental Tool Held at Arm’s Length: English as a Vehicle of Cultural Imperialism in China

2017 ◽  
Vol 40 (3) ◽  
Author(s):  
William Simpson
Keyword(s):  
Chinese Culture ◽  
English Language ◽  
Language Education ◽  
Cultural Imperialism ◽  
Market Demand ◽  
Education Policies ◽  
English Language Education ◽  
Foreign Language Education Policies ◽  
The Individual ◽  
External Forces

AbstractThe English language is seen by the Chinese as a tool of significant pragmatic value, both by the individual and the state. Discourse on English language education within China has, both historically and at present, pitted the pragmatic value of English against concerns of cultural and linguistic erosion and imposition. Concerns over the corrupting impact the English language may have on the Chinese language, and further on Chinese culture, uneasily coexist with an acceptance of the English language’s role as the key to modernization and economic development. Voices of past and present, have at their core a desire for the protection of a reified cultural identity or essence. However, cultural and linguistic influence has not merely been imposed upon China from external forces, but has been actively drawn in by domestic forces. Such domestic forces range from foreign language education policies that meet the demands of a globalized market-driven economy, to a market demand for English language media such as TV programs, movies and literature. Ultimately, the presence and significance of these domestic forces undermines a view of the English language as a vehicle of cultural imperialism in China.

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.

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