scholarly journals English Language Standards in California, China and Mexico: History, Comparison, and Analysis

Interchange ◽  
2021 ◽  
Author(s):  
Li Na ◽  
Jolene Castillo Gregory ◽  
Kip Téllez
Keyword(s):  
English Language ◽  
Language Instruction ◽  
Theoretical Orientations ◽  
Professional Educators ◽  
Learning Standards ◽  
Teaching Standards ◽  
Grammatical Accuracy ◽  
Improve Instruction ◽  
New Guidelines ◽  
Standards Movement

AbstractLearning standards have become a prominent feature for schools and school systems worldwide. Our paper describes the development of recent English teaching standards in California, China, and Mexico, as well as analyzing them for their theoretical orientations. We begin with an overview and critique of the standards movement. Our analysis of the standards in California, China, and Mexico reveals a substantial shift from a grammatical accuracy focused approach towards a communicative approach to language instruction. While this turn may be welcomed by professional educators, there are practical policy questions to be answered. We end our paper by noting additional challenges to implementing the new standards. Our general assessment is that the authors of the standards firmly believe that the new guidelines will improve instruction.

Strategi Peningkatan Kompetensi Berbicara Bahasa Inggris Siswa Smk Negeri 1 Pacitan Tahun Pelajaran 2012/2013

2017 ◽  
Vol 1 (1) ◽  
pp. 43-51
Author(s):  
Asroji Asroji
Keyword(s):  
English Language ◽  
Language Instruction ◽  
Final Report ◽  
Computer Engineering ◽  
Project Report ◽  
Engineering Software ◽  
Final Project ◽  
Network Computer ◽  
Sequence Of Events ◽  
English Speaking

This study was conducted based on the facts about the lack of maximal outcomes of learning English in almost all levels of education, especially in vocational school. Although English has been studied for many years, but the majority of students can not master English well, especially speaking. Many factors cause this phenomenon, and all parties should concern to work together to formulatebetter system and process of English learning at vocational school.The research was conducted at SMK Negeri 1 Pacitan, by taking the students of class XII as subjects research. The sample of this research consists of 94 students of Business Travel and Tourism,Network Computer Engineering, and Engineering Software classes. This research uses descriptive qualitative method. It is used to describe the students’ speaking competence, particularlyin presenting final task report. This research also identifies the internal and external functions to formulate a strategy to improve the students’s speaking competence. The results showed that based on the analysis of English speaking competency of SMK Negeri 1 Pacitan students, it can be concluded as follows: a). Based on the students absorption analysis of presenting final project report, shows that English competency level of students is in the category of “pretty”, with evidence of the studentsvalue average in presenting final project report is more than the passing grade value (7.50),it is 79.5. While the number of student, who passed the presentation test,is 66 students.So it can be obtained the percentage level of mastery learning students on the presentation test of final report is only 70.21%, and it is categorized “less”, because the percentage of students who passed this exam is still under 75%. b). While the analysis of the questionnaire can be scribed that the average overall score of 3.44 speaking competence components are categorized “pretty”, and it can be concluded that the level of competence of English speaking students generally categorized “enough”. Based on the level ofstudents’ English speaking competence , it can be formulated the strategies to increase its competence. They are: a). Maximizing the use of English as a language instruction and reducing the use of Indonesian, especially in the learning process, to improve English language competency, so that students can have the ability to explain the sequence of events and the students can pass the exam well. b). Having more English presentation activitiesin other topics to encourage the students’ bravery and self-confidence in speaking English, so that students have good Englishcompetence as preparation to getjobs or to continue their study at university.c). Having more exercise of using body language to improve the mastery of speech, and smooth attitude, so that students have good English competence,and they are able to compete in the global world in obtaining employment. d). And maximizing the use of school’s facilities by using various methods of learning, and focusing on the students’ center method to improve the studentsEnglish competency so that they are able to compete for educational scholarships in this country and abroad.

scholarly journals Investigating Indonesian EFL learners’ knowledge and use of English causative constructions

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
David Wijaya ◽  
Evelyn Winstin
Keyword(s):  
English Language ◽  
Explicit Knowledge ◽  
Language Education ◽  
Study Data ◽  
Sentence Completion ◽  
Efl Learners ◽  
Causative Constructions ◽  
Functional Aspects ◽  
Improve Instruction ◽  
Causative Construction

Abstract This paper explored Indonesian EFL learners’ explicit knowledge, processing, and use of English periphrastic causative constructions make, have, and get. 20 English L1 speakers and 20 Indonesian intermediate level EFL learners majoring in English Language Education at an Indonesian university took part in this study. Data were collected through a cloze task, a sentence completion task, an interpretation task, and a set of open-ended questions asking learners to provide descriptions about their knowledge of the constructions. Results showed that learners did not always use the first noun strategy to identify the agent in a passive causative construction. Also, their suppliances of the causative verbs in most items did not significantly differ from L1 speakers. However, the syntactic patterns were mostly non-target-like. They demonstrated insufficient explicit knowledge that could enable them to verbalize the formal and functional aspects underlying the constructions. Pedagogical implications along with suggestions to improve instruction are discussed.

scholarly journals Learner Autonomy as an element in Chinese Education Reform: A Case of English Language Subject

2016 ◽  
Vol 9 (3) ◽  
pp. 33
Author(s):  
Jinjin Lu ◽  
Yingliang Liu
Keyword(s):  
Education Reform ◽  
Language Learning ◽  
English Language ◽  
Basic Education ◽  
Compulsory Education ◽  
Learner Autonomy ◽  
Ministry Of Education ◽  
English Curriculum ◽  
Autonomy Development ◽  
New Guidelines

<p>Enhancing students’ learning autonomy has been emphasized in the current round of English curriculum reforms by the Ministry of Education (MOE) in China. The initial aim of the new guidelines was developed to enhance students’ English proficiency to better fulfil their basic education (Nine-year compulsory education). However, up until now, very little is known about the quality of students’ basic education and their learner autonomy development. This paper uses the English language subject as a case to examine the relationship between the different locations of students’ attendance of their basic education and their learner autonomy development at university level. The result shows that secondary schools’ locations play a more important role in students’ learner autonomy development at university. A ‘Have A Go’ model is proposed to improve students’ transition between high schools and universities in the English language learning process.</p>

A case for decolonizing English language instruction

ELT Journal ◽  
2019 ◽  
Vol 74 (1) ◽  
pp. 83-85 ◽  
Author(s):  
Paul J Meighan
Keyword(s):  
English Language ◽  
Language Instruction ◽  
Letters To The Editor ◽  
English Language Instruction ◽  
Current Concern

Abstract Comment is a feature that allows contributors to express a personal, and sometimes controversial, view about a matter of current concern in the profession outside the format of a reviewed academic article. The views expressed are not necessarily those of the Editor or the Publisher. Reaction to Comment features, in the form of letters to the Editor, are especially welcome.

scholarly journals Language instruction for newcomers to Canada (LINC): suggestions for improvements

2021 ◽  
Author(s):  
Lindsay Baril
Keyword(s):  
Language Learning ◽  
Service Provider ◽  
English Language ◽  
Language Instruction ◽  
Critical Examination ◽  
Canadian Society ◽  
Basic Language ◽  
Integration Of Immigrants ◽  
Official Languages ◽  
Assessment Procedures

Language Instruction for Newcomers to Canada (LlNC) provides basic language instruction to adult newcomers in both official languages and facilitates the settlement and integration of immigrants and refugees into Canadian society. This study examined service provider organizations and the delivery of English language learning and assessment, and provides suggestions for improvements. LlNC experiences are helpful as initial orientation to Canada and for learning English, but the program is limited in scope. Not only does the program delivery in terms of class times, schedules and availability, have limitations but assessment procedures, eligibility and teacher training are also in need of improvement This critical examination provides ideas to guide LINC language learning delivery, assessment and efficiency in the future. It also makes use ofintersectionality theory as a major avenue toward improvements. Keywords: LINe; Service Provider Organizations; TESL Canada; lntersectionality Theory; Newcomers; Language acquisition

scholarly journals Using Pictionary Game to Increase Learners’ Vocabulary Mastery in English Language Instruction

2019 ◽  
Vol 2 (1) ◽  
pp. 43-51
Author(s):  
Welliam Hamer ◽  
Ledy Nur Lely
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Instruction ◽  
Smart Board ◽  
Unsatisfactory Result ◽  
Classroom Activities ◽  
English Language Instruction ◽  
Learning English

This article aims at sharing information on how pictionary game is used to increase the learners’ vacabulary mastery in the process of teaching and learning. It is clear that vocabulary is one of components of English language. When the learners are reading, they need to master vocabulary related to certain topic. Therefore vocabulary is important thing in learning English. However, mastering English vocabularies is not easy. English is foreign language in which learning English is often considered to be difficult to comprehend. This problem can be seen from the unsatisfactory result when learning English. The learning processs commonly used in the classroom just puts the teacher as a center of learning. It means that the teacher always dominates him/herself to teach, not to focus on how the learners learn effectively. This makes the learners passive and less interested in following the course of learning. In fact the learners’ interest is the most important factor in the study. Interest can be developed if the learning process run with fun, vary, and conducive athmosphere. There are many factors that can support the existance of an increase in the study, i.e. teachers, learners, materials, media, methods, and other learning sources. One factor that can help the learners learn vocabulary is the use of pictionary game. In this study, pictionary game is a classic game of drawing and guessing pictures. Pictionary game can also increase the imagination of learners, where learners are asked to draw according to the word given by the teachers. Things that are needed to play pictionary game are a list or card of vocabulary items, whiteboard, calkboard, or smart board and markers. Pictionary game will help learners to get involved in classroom activities. Other advantages of using pictionary game can be concluded that it provides fun language practice in the various language skills.

scholarly journals ENGLISH PERFECT IN COGNITION OF SLOVAK ISCED3 LEARNERS OF ENGLISH – PRELIMINARY EMPIRICAL EVIDENCE

2019 ◽  
Vol 7 ◽  
Author(s):  
Tomáš Hlava
Keyword(s):  
English Language ◽  
Proficiency Test ◽  
Language Use ◽  
Procedural Knowledge ◽  
Language Instruction ◽  
Declarative Knowledge ◽  
Present Perfect ◽  
The Past ◽  
English Language Instruction ◽  
Different Types

In English language instruction in Slovakia, a strong preference for declarative knowledge at the expense of procedural knowledge development has been reported over the last two decades. However, the cognitive aspects of language attainment predict no impact of instructional efforts, since mental representations of language to be attained are told to be supported by different cognitive systems than associative learning develops. Language variation materializes differences among languages based on differences in digitalizing the experience and thus understanding the world. For Slovak learners, the English present perfect is one such anomaly in categorization. This paper aims to answer what the specific interactions between past simple and present perfect are and how the predicted cognitive aspects of language attainment influence the use of different types of knowledge. A proficiency test focusing on declarative knowledge and language use without context and in context was distributed to 600 Slovak learners of English at the ISCED3a level. In Past simple conditions, students proved highly proficiency in all 3 types of tasks. In present perfect conditions, declarative knowledge strongly dominated over language use in context. In Present perfect conditions, substitutions by past simple were significantly more frequent than substitutions of present perfect by past simple. Cognitive funneling was recognized as a process inhibiting fast proceduralization of the English present perfect compared to fast and reliable proceduralization of the past simple.

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.

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