English Language policy changes in China, Japan, and Korea and the effect on students studying in the United States.
Average rating
Cast your vote
You can rate an item by clicking the amount of stars they wish to award to this item.
When enough users have cast their vote on this item, the average rating will also be shown.
Star rating
Your vote was cast
Thank you for your feedback
Thank you for your feedback
Author
Tedesco, Daniel J.Keyword
English language -- Study and teaching -- United States -- Foreign speakers.Foreign study.
Japanese students -- Foreign countries.
Chinese students -- Foreign countries.
Korean students.
Education -- Study and teaching (Continuing education) -- Foreign speakers
Date Published
2015
Metadata
Show full item recordAbstract
The growing need for proficient English speakers in China, Japan and Korea has spurred a shift in English language policy from the traditional model focusing on reading and writing to a model emphasizing communicative language teaching (CLT) (Hu & Lei, 2014; Hu & McKay, 2012). However, despite policy changes, CLT methods are not regularly used in the classroom because of constraints such as the university entrance exam system. Therefore, students remain unprepared for the English method instruction (EMI) demands at university. As such, the purpose of this study is to explore student perspectives regarding their experiences attending high school in their home countries and then EMI programs at U.S. universities. The following is a mixed-method study that focuses on students who attended high school in China, Japan or Korea and are currently studying at a U.S. university. This study further focuses on the perspectives of these students with regard to whether they believe they were prepared for the English demands of their current university. Data was obtained through an online 33-item survey from fourteen university students as well as from semi-structured interviews from six of those participants. Results are mixed, because although the interviews revealed unanimously that the participants did not feel prepared for university in the U.S., the survey revealed no conclusive evidence as the participants felt neutral about the majority of the items regardless of country of origin. Implications for addressing the English language needs of current Chinese, Japanese and Korean university students and future research are also discussed.Collections
The following license files are associated with this item:
- Creative Commons
Related items
Showing items related by title, author, creator and subject.
-
Using a modified cultural relevance rubric to assess and implement culturally relevant texts in content area classrooms for ELLs.Hanzlian, Courtney G. (12/11/2013)Texts provided and utilized in many schools and classrooms are not always the most appropriate, relevant, or engaging for English language learners (ELLs) because ELLs’ backgrounds and schemata usually differ from those of their non-ELL counterparts (Ebe, 2010, 2011, 2012; Freeman, Freeman, & Freeman, 2003; Freeman & Freeman, 2004). ELLs who read culturally relevant texts (CRTs) are more likely to show an increase in reading comprehension scores (Ebe, 2010, 2011, 2012) and CRTs can lead to an increase in reading engagement (Freeman, Freeman, & Freeman, 2003). CRTs can be used in all content areas to enrich the learning of students. However, it can be difficult and time consuming to find CRTs that correlate with the curriculum topics and some teachers may not know how to determine if a text is culturally relevant. Therefore, this curriculum project focuses on identifying and utilizing both expository and literature CRTs across the content areas. Using these types of text in inclusive classrooms with non-ELLs and ELLs can help enrich all students by providing multiple viewpoints of an event and encouraging the use of critical thinking skills and questioning (Gay, 2010). This project was designed as a tool for both mainstream and ESL teachers. Included in the project are a variety of CRTs and lessons for each of the content areas. These CRTs address ELLs’ language/ethnic heritage backgrounds including Spanish, Russian, Arabic, and Chinese. The project is limited to secondary teachers that have students from these selected backgrounds in their classes.
-
What are English Language Learners' Attitudes to NNES Teachers and What are the Advantages and Disadvantages of NNES Teachers?Guo, Qiang (State University of New York at Fredonia, 2019-05)With the Chinese economy developing, the relationship between China and the world has become stronger and stronger. English as a Second Language (ESL) education plays an important role in China now. There are millions Chinese English Language Learners (ELLs), and their attitudes toward non-Native English Speaking (NNES) teachers influences the prospects of NNES teachers. In this study, I interviewed 10 Chinese ELLs to explore their attitudes toward NNES teachers and the advantages and disadvantages they think regarding studying with NNES teachers. Some of my participants were university students and the rest of them were studying in a private institute. However, all participants had studied with Native English Speaking (NES) for teachers over 3 months. This point is the most distinctive factor of this study. During the interviews, most participants expressed positive attitudes to NNES teachers; nonetheless, when comparing NNES teachers with NES teachers, they chose to study with NES teachers? I used a number of graphic displays to show students’ attitudes toward NNES teachers and the advantages and disadvantages they found through their experiences that studying with NNES teachers. I hope that, through this study, NNES teachers can get an idea of their real status in students’ minds. Moreover, NNES teachers also can get a sense of the kinds of improvements they should try to make during the teaching practice.
-
Translanguaging and emerging Bilingual's academic self-efficacy in Math and ELAMegan, Kane (State University of New York College at Fredonia, 2016)The population of Emergent Bilinguals (EB) in schools continues to rise annually in the United States (García et al., 2008) and with this consistent increase comes the question of how to best educate these students. Currently EBs are reporting lower levels of academic self-efficacy than their native English speaking peers (LeClair et al., 2009), which can lead to lowered academic performance (Bandura, 1993; Fan et al., 2012; Raoofi et al., 2012). Translanguaging is a revolutionary concept that rejects the classic perception of languages as separate entities within the brain. Instead, TLG views a person's multiple languages as part of one united linguistic code (Celic & Seltzer, 2012; Otheguy et al., 2015; Velasco & García, 2013). The purpose of this study was to determine the level of academic self-efficacy in math and ELA of EBs enrolled in a bilingual program that uses translanguaging in class. Furthermore, this study investigated if there was a difference in the academic self-efficacy of EBs who use translanguaging in class and EBs who do not. The results indicated that EBs who use translanguaging in class have a high level of academic self-efficacy in math and ELA. This group of participants reported slightly higher academic self-efficacy than the participant group that does not use translanguaging. However, the results of a t-test found this difference to be statistically insignificant. The results of this study were intended to add to the small body of literature on the academic self-efficacy of EBs to inform best practices for this population of learners. [from abstract]