Conclusion

2021 ◽  
pp. 173-180
Author(s):  
Eric S. Henry
Keyword(s):  
Soft Power ◽  
English Language ◽  
Language Education ◽  
Language Instruction ◽  
Cultural Dimensions ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
Entrance Exams ◽  
The Difference ◽  
To Come

This concluding chapter begins by describing the decline of English teaching in China. Although English is still the most popular foreign language for students taking the National College Entrance Examination (NCEE), the state has lately begun to expand the number of options available, including Japanese, German, and Spanish, particularly as those relate to expanding trade and global soft power. These indicators may presage a transformation of the English language industry in Shenyang to come, but it is important to appreciate the difference between the marketplace for language instruction and the more cultural dimensions of linguistic desire that this book discusses. A change in the economics of language schooling is an inevitable consequence of a maturing market. Similarly, the relatively minor reduction of English's weighting on university entrance exams underscores changes to the underlying ideology of education, but does not necessarily herald the doom of foreign languages in China or the elimination of English's linguistic capital. Nevertheless, the chapter surveys the ground traveled in this ethnography and highlights some of the issues brought to the fore. There is much still that could be said about language, education, and modernization in China, and the chapter points the way forward to further research on these topics.

The Haitong Project: Exploring a collaborative approach to implement TBLT in primary classrooms in China

2017 ◽  
Vol 50 (4) ◽  
pp. 579-585 ◽  
Author(s):  
Yan Zhu ◽  
Dingfang Shu
Keyword(s):  
English Language ◽  
Basic Education ◽  
Language Education ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Education Commission ◽  
Push Forward ◽  
Higher Institutions ◽  
National College Entrance Examination

As one of the two ‘educational special zones’ in China, Shanghai is launching a new round of curriculum reforms centring on lide shuren, viz. ‘fostering integrity and promoting rounded development of people’ (Hu 2012). Apart from piloting a new plan for Gaokao, the national college entrance examination in 2014, a ground-breaking endeavour by the Shanghai Municipal Education Commission was to establish 17 key research centres at higher institutions for 16 basic education subjects in an effort to push forward city-wide curriculum innovations through in-depth university-school collaborations. Founded in 2016, the Shanghai Centre for Research in English Language Education (SCRELE) is one of these key research platforms.

scholarly journals ESL in Australia – A chequered history

2016 ◽  
Vol 26 (1) ◽  
Author(s):  
Rhonda Oliver ◽  
Judith Rochecouste ◽  
Bich Nguyen
Keyword(s):  
World War Ii ◽  
Large Scale ◽  
English Language ◽  
Ad Hoc ◽  
Language Instruction ◽  
English Language Teaching ◽  
Post Colonial ◽  
White Middle Class ◽  
Constant State ◽  
The Difference

A historical perspective of English as a second or additional language (ESL/EAL) in Australia reveals the field as in a constant state of flux, in spite of Australia’s status as a nation of immigrants. This paper provides a contemporary review of the various phases of English language teaching in Australia for both adults and school-aged learners. It does so in the context of earlier pro-British monolingual attitudes, external global forces, ongoing changes in education policy, more recent national assessment regimes and the various global and local developments in the teaching of second languages. Historically the impetus for teaching English as a Second Language came with large-scale post-World War II arrivals from Europe. Language support for child migrants was only introduced some time later and has continued, although decreasing in availability in recent years. From the 1970s, more focussed programs were instigated with the arrival of refugees from war-torn countries. In this paper we describe the constant changes experienced by the providers and the recipients of English language instruction in Australia. Theoretically, the development of ESL instruction in Australia began with an essentially post-colonial perspective whereby the process of assimilation focussed on normalising the difference and/or deficit of non-English speakers and attaining the language skills of normative white middle-class native speakers (Pavlenko, 2003). Despite various investments in multiculturalism, the non-native English speaker in Australia remains the ‘other’, subject to sometimes intermittent and ad hoc funded assistance. 

scholarly journals EFL LEARNERS’ ATTITUDES TOWARDS THE IMPROVEMENT OF THEIR ENGLISH SPEAKING PERFORMANCE

LITERA ◽  
2014 ◽  
Vol 12 (2) ◽  
Author(s):  
Siti Mahripah
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Self Assessment ◽  
Efl Learners ◽  
Positive Attitudes ◽  
English Speaking ◽  
Speaking Performance ◽  
The Difference ◽  
Students Attitudes

This study aims to describe EFL learners’ attitudes towards the improvement of their English speaking performance. The data were collected through a questionnaire distributed to 131 students of Department of English Language Education. The results of the dataanalysis show that all respondents show positive attitudes towards the improvement of their English speaking performance. Although female students have more positive attitudes than male students, the difference is not significant. The results also show that students’ attitudes towards their speaking performance change in accordance with their learning time. Their self-assessment of their speaking performance has a significant correlation with their attitudes. Their positive attitudes towards the improvement of their English speaking performance serve as a foundation to the success of the English language learning. Therefore, learners should pay attention to and maintain attitudes to improve their speaking performance.

scholarly journals Study on the Continuation Task of China’s New College Entrance Examination Based on the Interactive Alignment Theory

2021 ◽  
Vol 4 (10) ◽  
pp. 89-91
Author(s):  
Ying Ouyang
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Language Education ◽  
Foreign Language Education ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Proficiency Level ◽  
Foreign Language Proficiency ◽  
Examination Policy

With the extensive implementation of China’s new college entrance examination policy, the Continuation Task in the new college entrance examination has attracted wide attention from the academic circle, which also gives rise to plentiful relevant research. In the past, most of the research only focused on university foreign language education, which was rarely involved in English teaching in primary and secondary schools. Based on the Interactive Alignment Theory, this paper is going to analyze and study the Continuation Task, and try to put forward some teaching strategies for the teaching of the new task, so as to improve student's English proficiency level. According to the research, this paper finds out that "The Continuation Task" can give full play to the alignment effect between reading and writing, promote writing through reading, and thus promote the improvement of students' foreign language proficiency. Therefore, this essay can provide some insights into the teaching of English in high schools.

scholarly journals THE EFFECTS OF IMPLICIT VERSUS EXPLICIT INSTRUCTIONS TO TEACH REFUSAL STRATEGIES ON STUDENTS’ SOCIOPRAGMATIC AND PRAGMALINGUISTIC COMPETENCE

2020 ◽  
Vol 4 (1) ◽  
pp. 195-210
Author(s):  
Trifita Handayani
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Language Education ◽  
Study Program ◽  
Implicit Instruction ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
Implicit And Explicit ◽  
Refusal Strategies

Abstract The purposes of the study were to explain the effects of implicit instruction on student’s sociopragmatic competences, implicit instructions on students’ pragmalinguistic competences, explicit instructions on students’ sociopragmatic competences, explicit instructions on students’ pragmalinguistic competences, the differences between implicit and explicit instructions on students’ sociopragmatic competences, the differences between implicit and explicit instructions on student’s pragmalinguistic competences, and the interaction between instructions with the students’ sociopragmatic and pragmalinguistic competences. The study used a quantitative research by using experimental factorial design 2x2. The data were taken from 80 second semester students at English Language Education Study Program at STAIN. The result of the study revealed that the mean score of post-test in implicit instruction on students’ sociopragmatic was 80.000 while explicit 92.550. Meanwhile, the mean score of post-test in implicit instruction on students’ pragmalinguistic was 83.000 while explicit 95.5000. It could be concluded that explicit has better effect to teach refusal strategies than implicit instruction on students’ sociopragmatic and pragmalinguistic competence based on the difference between the means score on implicit and explicit.  

English language assistants in the 21st century

2019 ◽  
Vol 1 (2) ◽  
pp. 219-243 ◽  
Author(s):  
Eva Codó ◽  
Jessica McDaid
Keyword(s):  
21St Century ◽  
Soft Power ◽  
English Language ◽  
Native Speaker ◽  
Language Education ◽  
Foreign Language Education ◽  
Travel And Tourism ◽  
Global Travel ◽  
Media Data

Abstract Although the figure of the English language assistant (ELA) dates back a long while, its current popularity is unprecedented in some areas of the world. Such is the case of Spain, where the goal of raising English standards among the younger generations has become a national obsession. Using critical ethnographic methods, this paper examines the experience of three British LAs placed in secondary schools in Barcelona. It draws on a focused case study of one of them – combined with ethnographic snapshots of the other two, interviews with school teachers and regional programme administrators, relevant programme publications, and social media data. The analysis reveals three major tensions shaping the ELA experience in the 21st century revolving around: (a) the underspecified and unskilled nature of the job; (b) its culturalist imagination and state diplomacy mission; and (c) the native speaker ideology constituting its raison d’être. This paper provides new insights into the intertwining of the ELT infrastructure with global travel and tourism capitalised as skill boosters for employability purposes, and showcases the importance of foreign language education as a soft power tool.

English in China

AILA Review ◽  
2009 ◽  
Vol 22 ◽  
pp. 85-102 ◽  
Author(s):  
Anwei Feng
Keyword(s):  
Rural Areas ◽  
English Language ◽  
Minority Groups ◽  
Mother Tongue ◽  
Language Education ◽  
Cultural Dimensions ◽  
English Language Education ◽  
Chinese Language Education ◽  
Majority Groups ◽  
Urban And Rural Areas

This paper starts with an overview of the sociolinguistic context and a series of policy documents concerning English language education promulgated recently in China. It moves on to an analysis of disparities in English language education policies practised in different regions, differences between urban and rural areas, between social classes and between linguistic minority and majority groups. The juxtaposition aims to reveal what different regions and social and ethnic groups in China have in common and how divergent they can be in terms of local policies and practices in English language provision. Also discussed in the paper are issues such as tensions between the spread of English and Chinese language education, and between mother tongue, Chinese and English language education in the case of minority groups, inequality in education and other linguistic, political and cultural dimensions.

The 1962 Summer Institutes of The Commission on English: Their Achievement and Promise

PMLA ◽  
1963 ◽  
Vol 78 (4-Part2) ◽  
pp. 9-25
Author(s):  
John C. Gerber
Keyword(s):  
High School ◽  
Entrance Examination ◽  
Advanced Training ◽  
College Entrance Examination ◽  
College Entrance ◽  
High School English ◽  
The Difference ◽  
The Many ◽  
Examination Board

Of the many enterprises undertaken during the last few years to upgrade the teaching of English, the 1962 Summer Institute Program sponsored by the Commission on English of the College Entrance Examination Board has been the most dramatic and, in many ways, the most promising. Already it is clear that the effects of this program are being felt in many high-school classes, and that the formula devised by the Commission on English is being copied widely and successfully. The potential usefulness of such Institutes for the advanced training of high-school English teachers, therefore, has already been demonstrated. What makes these Institutes of especial significance to MLA members, however, is that the program required twenty of the most influential Departments of English in the country to involve themselves directly in this advanced training of high-school teachers. These were not institutes conducted by professors of Education with the casual blessing of Departments of English; these were institutes administered and largely taught by professors of English. The difference is a very great one indeed. Whether we like it or not, the CEEB Institutes have, in effect, forced those of us in Departments of English to acknowledge a substantial responsibility for improving the quality of English teaching in the high schools. Because of them—and of such subsequent activities as the Allerton Conference and the Curriculum Centers—a new appraisal of our proper professional functions has been quietly taking place on one campus after another. Even now it is no exaggeration to say, I believe, that a Department of English may no longer claim to be of the top rank unless it includes among its programs one or more designed to aid the high-school English teacher, both the tenderfoot and the old-timer.

scholarly journals THE IMPLEMENTATION OF “WRITING IN PAIRS” BASED ON STUDENTS’ PERCEPTION

JURNAL BASIS ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 45
Author(s):  
Lailatul Husna
Keyword(s):  
English Language ◽  
Learning Experience ◽  
Writing Skills ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Essay Writing ◽  
Writing Class ◽  
Language Writing ◽  
To Come

Writing skills is one of four skills that a student learns in language. Writing is a language skill with the last sequence studied by the learner. Writing in pairs is a strategy which is applied in writing. The aims of writing in pairs in learning are students and their partners can work together to get unite ideas owned by each student. This study was conducted to see how the use of writing in pairs strategy in learning writing that viewed from students perception whose results can be used as a reference for improvement in learning writing skills. The data were taken from the Essay Writing class in the English Language Education Study Program of FKIP Bung Hatta University by giving questionnaires to the students after they have studied three times of writing learning experience with writing in pairs strategy or pair work. The results showed that students were happy with the paired work strategy in writing activities. Working in pairs, learners find that it is easier to come up with an idea so that the boring writing activity is turning into a more fun activity.

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