• English Language policy changes in China, Japan, and Korea and the effect on students studying in the United States.

      Tedesco, Daniel J. (2015)
      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.
    • Exploring how Saudi families studying in the U.S. support their children's Arabic.

      Alqurashi, Ohud (2015)
      This qualitative study examined how Saudi families studying in the US with children aged five to seven support their children’s Arabic language development. The participants were Saudi parents aged 27-37 studying in American universities in New York State with their children aged five to seven. As part of this study, face-to-face interviews with five Saudi parents were conducted, recorded and transcribed. The findings are consistent with much of the literature reviewed. Three themes were revealed from the data indicating the parents' belief about teaching their children the Arabic language, the actions parents take in support of their children’s Arabic language, and parents' expectations about their children's future education after returning to Saudi Arabia.