Relevant bibliographies by topics / English Education

Academic literature on the topic 'English Education'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "English Education"

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Blake, Julie. "English in Education." English in Education 42, no. 1 (March 2008): 101. http://dx.doi.org/10.1111/j.1754-8845.2007.00007_1.x.

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Thanky, Dr Peena. "English Education: Challenges and Remedies." Paripex - Indian Journal Of Research 3, no. 3 (January 15, 2012): 73–74. http://dx.doi.org/10.15373/22501991/mar2014/24.

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Hwang, Jong-Bai. "Korean Language Education and English Education in Korea－Effects of English Education on Korean Language Education." korean language education research ll, no. 30 (December 2007): 87–110. http://dx.doi.org/10.20880/kler.2007..30.87.

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MYOJIN, Chiyo, and Tomoo SUZUKI. "Computer Assisted English Education." Journal of JSEE 47, no. 3 (1999): 24–27. http://dx.doi.org/10.4307/jsee.47.3_24.

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Eliawati, Titim, and Muhammad Naufal. "Leadership in English Education." Journal MELT (Medium for English Language Teaching) 7, no. 1 (August 23, 2022): 57. http://dx.doi.org/10.22303/melt.7.1.2022.57-68.

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Dafouz, Emma, and Ute Smit. "English-medium education revisited." European Journal of Language Policy: Volume 13, Issue 2 13, no. 2 (October 1, 2021): 141–59. http://dx.doi.org/10.3828/ejlp.2021.9.

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Connected to the growing internationalisation of higher education in the world, the English language is increasingly being used as medium of teaching and learning, thereby contributing to the roles of English for transnational mobility, career development, access to new information and research, and the facilitation of global communication. While the label English-medium instruction (EMI) has been widely used in the last two decades to capture this phenomenon, we consider it an unfortunate choice in that it falls short in conceptualising the complexity of English in twenty-first-century higher education. First, EMI solely focuses on English, ignoring the increasing multilingual realities of higher education institutions (HEIs) worldwide; secondly, EMI does not explicitly include reference to higher education, even though learning and teaching at the tertiary level is in crucial ways different to lower levels of education. Thirdly, EMI talks about “instruction” and thus views education as a non-relational process where teachers teach and learners learn. From this unilateral perspective, the co-construction of knowledge as a key feature of higher education remains unacknowledged. Against this backdrop, our paper sets out to argue for the conceptual need for an alternative label, known as English-medium education in multilingual university settings (or EMEMUS). This label, we argue, portrays more accurately and specifically the growing multilingual reality of current internationalised HEIs, the complex and highly situated roles that English plays in relation to other national and local languages, and the importance of interpreting education as a social-constructivist process. Moreover, EMEMUS will enable HEIs to re-examine comprehensively the range of activities that respond locally to global phenomena, from policy issues (e.g. regulations, implementation and management) to university practices (e.g. teaching, research, administration and teacher professional development) in an inclusive and multifaceted manner. Ultimately, this comprehensive conceptualisation aims to redefine English and internationalisation in a much more nuanced light.
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Lim, Shirley Geok-lin. "Pomegranates and English Education." Women's Review of Books 13, no. 10/11 (July 1996): 9. http://dx.doi.org/10.2307/4022464.

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Eggins, Heather. "English Education in Distress?" International Higher Education, no. 72 (March 17, 2015): 18–20. http://dx.doi.org/10.6017/ihe.2013.72.6097.

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In an attempt to introduce some elements of the market into higher education in England, the present government has introduced tuition fees up to a maximum of £9000 a year, along with a system which allows universities to accept as many high performing students as they wish. However, the number of available places remains strictly controlled. Added to this is an ongoing policy of fair access, where every university is expected to attract agreed numbers from disadvantaged groups. The ensuing problems caused by disparate policies are unsettling the system.
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Bousted, Mary. "Editorial: English in Education." English in Education 34, no. 2 (June 2000): 1–2. http://dx.doi.org/10.1111/j.1754-8845.2000.tb00572.x.

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Campbell, David, and Patrick Walsh. "English in Kenyan education." Intercultural Education 20, no. 6 (December 2009): 579–86. http://dx.doi.org/10.1080/14675980903448635.

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Dissertations / Theses on the topic "English Education"

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Shibata, Ayako. "English in Japan : conceptualisations of English and English education in Japanese education and social contexts." Thesis, Goldsmiths College (University of London), 2009. http://eprints.gold.ac.uk/6661/.

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Feldt, Zanna, and Erik Mekkelholt. "Digital methods in English Education." Thesis, Malmö universitet, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42865.

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Our study explores Swedish teachers' experience with digital reading methods during English lessons and the perceived advantages and disadvantages of these methods. The study is qualitative and based on zoom interviews with four 4-6 English teachers from two different schools. The results show that some students who have problems understanding texts benefitted from being able to listen to the texts with the help of digital tools. However, even if this helps the students, there is the risk of overusing such listening aids. The results also show that the benefits of digital teaching methods outweigh the drawbacks. Most of the negative aspects were about the administration of the programs they used and how the teachers want to control and prevent distractions that come with the use of digital tools.
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Crowe, P. "Collaboration in English higher education estates." Thesis, University of Salford, 2013. http://usir.salford.ac.uk/31426/.

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Globalisation and changes in public policy act as a catalyst for change in the English Higher Education Sector. Consequently, Institutions place a greater focus on their supply chain to offer services that best fit their requirements, during the construction and refurbishment of physical assets. The construction industry will need to offer innovation, value for money and other benefits that associate with the collaborative procurement movement, which has been gathering pace since the 1990s. The aim of the research is to develop a framework to evaluate collaborative practice in Higher Education Property and Estates’ departments in England. The work is practitioner research that relates to a real world problem. The objectives include: construct a suitable framework; develop the framework using a particular institution; and assess the framework in the wider context of England. The research philosophy has foundations in both constructionism and pragmatism. The work develops the initial framework using literature. A Primary Case Study tests, relates and develops the framework in practice. To an extent, the literature review is able to provide transferability of the maturity model, particularly in relation to the implementation and motivation themes. Where the literature review could not provide transferability, a pragmatic approach is undertaken to improve the transferability of the research findings, which uses data from 44 estate strategies, 6 auxiliary case studies, 11 tender notices and industry sources. Data is generally qualitative and from such sources as interviews and documentation. The work uses thematic content analysis to explore organisations and summative content analysis to improve transferability. The work embraces Robson’s strategy for validity including that, which associates with prolonged involvement, triangulation, peer debriefing, member checking and audit trail. The research deliverable includes a clearly defined framework. The Framework includes three maturity models, namely implementation, motivation and risk. Each model has a particular purpose in relation to clients overall deliverables. The implementation theme relates to working efficiently. The motivation theme relates to exceeding performance requirements. The risk theme relates to achieving performance requirements. The Framework is for use by Directors of Estates and other policy makers that make decisions concerning collaboration in property and estates departments. The particular emphasis is collaboration with supply chains. The purpose of the study is to create the framework. The study does not make generalisations concerning the use of collaborative features. The framework has been created using cross sectional data form across the English higher education sector. The framework will be of use in other sectors and geographical locations following further research.
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Вишневська, Марина Олександрівна. "Distance education system in teaching english." Thesis, Київський національний університет технологій та дизайну, 2017. https://er.knutd.edu.ua/handle/123456789/7217.

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Vyshnevska, M. "Distance education technologies for English classes." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/16656.

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Her, Jia-Huey. "The Globalization of English: Its Impact on English Language Education in the Tertiary Education Sector in Taiwan." The University of Waikato, 2007. http://hdl.handle.net/10289/2809.

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The overall agenda for the research reported here grew out of semi-structured interviews with senior educational managers from a tertiary educational institution in Taiwan. These managers raised a number of issues, including the changing profile of tertiary students, the changing nature of English curricula, the increasing need for English teaching staff to be adaptable, highly qualified and research-active, and the growing pressure on institutions to introduce English language proficiency benchmarking. Each of these issues can be related to the impact of globalization and, in particular, the impact of the globalization of English, on the education sector. Following a critical review of selected literature on the impact of globalization on the teaching and learning of English, each of these issues, as it affects the tertiary education sector in Taiwan, was explored. Analysis of the Taiwanese national curriculum guidelines for schools, strongly influenced by academics in the tertiary education sector, revealed a number of problems relating to a lack of proficiency benchmarking and a lack of coherence, consistency and transparency in some areas. These problems may be associated with the initial phase of transition from a grammar-based curriculum to a more communicatively-oriented, outcomes-centered one. Problems of a similar type were indicated in responses to questions relating to curriculum matters included in a questionnaire distributed to a sample of teachers of English in the tertiary sector. Among other things revealed by questionnaire responses was the fact that many survey participants had received no training in English teaching. The results of a C-test (one that was initially used in a major European study) taken by a sample of entry-level and exit-level Bachelors degree students indicated a wide variation in proficiency, with individual scores differing by as much as 64 percentage points in the case of exit-level students. Furthermore, there was a difference of almost 10 percentage points between the mean scores of students from two different institutions who had majored in English. These results indicate some of the difficulties that Taiwan faces in attempting to establish graduation proficiency benchmarking. -ii- C-test participants completed a background questionnaire, the responses indicating a generally positive attitude towards English-speaking people, a general willingness to use English in situations where there was the option of not doing so, and a strong tendency towards instrumental motivation. Although one of the factors that appeared to have a positive impact on C-test performance was time spent in an English-speaking country, fewer than 18% of respondents had done so. Although there appears to be considerable anxiety and uncertainty associated with the teaching of English at tertiary level in Taiwan, and some genuine cause for concern, there are also many positive indicators of future success. Teachers and educational managers are aware of the problems they currently face and appear determined to resolve them. Taiwanese academics are increasingly involved in language-related research and increasingly prepared to interrogate their own practices, and Taiwan, unlike some other countries in Asia, is moving towards graduation proficiency benchmarking.
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Brown, Charles A. "Perceptions of the value and uses of English among university English majors in Taiwan." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1419959736.

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Nelson, Elaine Michelle. "Teachers' Perceptions on English Language Arts Proficiency of English Learners." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3253.

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English learners (ELs) at a middle school in California were not meeting federal accountability requirements in English language arts (ELA). ELs lacking proficiency in ELA often drop out of high school and live in poverty as adults. The purpose of the study was to examine teachers' perceptions of their self-efficacy to implement effective pedagogical strategies to help ELs develop ELA proficiency. A case study design was used to investigate the problem through the lens of second language acquisition theory. The purposeful sample included 11 middle school language arts teachers. Participants completed an online anonymous survey, and responses were analyzed using open coding and analytical coding. The following 3 themes emerged from the data: teachers varied in their perceptions of their efficacy to support ELs, teachers perceived their teacher preparation and professional development experiences to be inadequate in preparing them to support ELs, and teachers blamed students and parents for the lack of proficiency in ELA. A professional development project was designed to address the findings and to help build teachers' pedagogical skills and self-efficacy in instructing ELs. Positive social change may be promoted by increasing teachers' ability to effectively instruct ELs, which will increase their efficacy with this population. ELs will benefit by possessing the reading, writing, and communication skills necessary for high school and postsecondary success and to be competitive in the workforce.
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Greaney, Leonard Vincent. "ENGLISH LANGUAGE LEARNERS: A CASE STUDY ON EDUCATORS’ PERCEPTIONS OF ENGLISH LANGUAGE LEARNERS AS THEY RELATE TO SPECIAL EDUCATION SERVICES." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/370702.

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Educational Leadership
Ed.D.
This qualitative study investigated the reasons why educators initiate referrals of ELLs for special education services in a sample of three educational organizations near a major city in a mid-Atlantic state. This study addressed how and why educator perception influenced the referral process and identification of English language learners into special education programs. The intent of the study examined how perceptions of regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals influence the referral of ELLs for special education programs based on the commonly shared knowledge. Students receiving special education services have gone through a referral, assessment, and placement process. The special education process is initiated once a student is experiencing considerable difficulties in the general education programs despite a variety of implemented interventions. For English language learners (ELLs), low English proficiency, gaps in educational experience and cultural differences influence the referral process. The reality is teachers have a tremendous impact on who is referred for special education services and who is not referred. I employed a systematic, sequential approach while collecting data for this case study. A combination of interviews and observations provided a foundation for the collection of data. Interview participants from each district included regular education teachers, special education teachers, teachers of English as a second language, speech and language therapists, school psychologists, and principals. Board meeting observations, as well as artifact reviews, including Board policy and Administrative Regulations, were completed. The constant comparative method served as the primary mode of analysis for this case study. Brisk (1998) states that good teachers of ELLs embrace their roles as language teachers and cultural facilitators. In a 2002 National Center for Education Statistics report, it was stated 42% of teachers indicated they had ELLs in their classrooms, but only 12.5 % of the teachers received more than eight hours of professional development specifically related to ELLs. Schools have often provided support for ELLs through special education or speech and language services, relying on the common sense premise that special education support is better than no support at all (Walker, Shafter, & Iiams, 2004). The potential impact of this study may be considerable. Accountability derived from a district’s Adequate Yearly Progress (AYP) is significant. The increased presence of ELLs in our schools has the potential to create a subgroup impacting AYP. Often times, the creation of an ELL subgroup for AYP leads to the creation of a low socioeconomic subgroup for AYP. The inappropriate special education referral and resulting placement yields an increase in the special education AYP subgroup. Schools must be held accountable to educate all students, including ELLs. This study provides relevant recommendations for districts to utilize in order to equip all educators with a skill set to appropriately serve ELL learners.
Temple University--Theses
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Hart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.

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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.
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Books on the topic "English Education"

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Dedeaux, P. N. An English education. New York: Blue Moon Books, 2003.

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Al-Mahrooqi, Rahma, and Christopher Denman, eds. English Education in Oman. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0265-7.

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Nguyen, Minh Hue. English Language Teacher Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5.

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Hyland, Ken. Faces of English Education. Edited by Lillian L. C. Wong. Names: Wong, Lillian L. C., 1970– author. | Hyland, Ken, author. Title: Faces of English education : students, teachers and pedagogy / edited by Lillian L.C. Wong and Ken Hyland. Description: Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315205618.

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Wijesinha, Rajiva. An English education: A novel. Colombo: McCallum Books, 1996.

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Discourse in English language education. Milton Park, Abingdon, Oxon: Routledge, 2012.

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Hiradhar, Preet, and Atanu Bhattacharya. ICT in English Language Education. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9005-1.

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Coniam, David, ed. English Language Education and Assessment. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-071-1.

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Dafouz, Emma, and Ute Smit. Researching English-Medium Higher Education. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003193852.

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Issues in English language education. Bern: P. Lang, 2002.

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Book chapters on the topic "English Education"

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Lee, Mun Woo. "English." In SpringerBriefs in Education, 43–67. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-910-3_4.

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Quinto, Edward Jay M., and Sterling M. Plata. "Teacher Education." In Philippine English, 305–13. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-31.

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Brown, Adam. "EDucation, eDUcation, eduCAtion, educaTION?" In Activities and Exercises for Teaching English Pronunciation, 97–99. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003092247-22.

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Deterding, David, and Salbrina Sharbawi. "Education in Brunei." In Brunei English, 13–21. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6347-0_2.

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Wallwork, Adrian. "Education." In English for Academic Research, 83–93. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11090-1_6.

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Hones, Donald F., Li Cheng, and Jikwang Baek. "Transnational English." In Perspectives in Transnational Higher Education, 127–40. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-420-6_8.

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Ivanič, Roz. "Languages and Literacies in Education." In English Language, 625–41. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_38.

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Ivaniˇ, Roz, and Diane Potts. "Languages and Literacies in Education." In English Language, 560–78. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_38.

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Allen, Harold B. "Education of English teachers." In Toward an Understanding of Language, 19. Amsterdam: John Benjamins Publishing Company, 1985. http://dx.doi.org/10.1075/cilt.40.04all.

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Ke, I.-Chung. "English education in Taiwan." In Globalization and English Education in Taiwan, 35–49. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199984-3.

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Conference papers on the topic "English Education"

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Boothe, Diane. "LITERACY, LANGUAGE AND LINGUISTICS: STRUCTURING ENGLISH TEACHING PROGRAMS IN RURAL COMMUNITIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end104.

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"This study will examine English learning environments and methods in rural settings in Europe and the United States, assessing their contributions to language learning, both written and spoken. This is a pilot project and will evolve into a rigorous comprehensive study suitable for publication as a chapter and part of an edited volume. This study will compare and contrast educational systems, including two different styles of English education structured in a comparative analysis using five focal areas. These focal areas include the definition and structure of rural education, English language learning modalities, linguistic environment, academic leadership, educational outcomes and indicators of success. For the purpose of this paper, the definition and structure of rural education and English language learning modalities will be addressed. The opportunity to investigate the experiences of teachers who are active in rural communities and focus on the multidimensional aspects of the education of multilingual learners will provide valuable information that will contribute to expert teaching and learning. Embracing English language learning, new technologies, and initiating change through proactive educational strategies including a paradigm shift to incorporate a translanguaging pedagogy for emergent English speakers will lead to relevant and purposeful accomplishments in rural school settings."
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Huang, Huibin, and Ling He. "English Virtual Classroom Education---the Future of Distance English Education." In 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220704.087.

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Liang, Yanli, Xiaoling Li, and Jiachen Zhang. "E-educational Technology in College English Education." In 2010 International Conference on Management and Service Science (MASS 2010). IEEE, 2010. http://dx.doi.org/10.1109/icmss.2010.5578431.

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Muhaji, Uun, Lasim Muzammil, and Andy. "English Education Program Evaluation." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.117.

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Huang, Da-Fu. "Outcome assessment of the online English learning and management system: A project on educational technology application to English learning in Taiwanese polytechnic higher education." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4808.

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This paper presents the result of a three-year action research plan involving the innovative application of “LiveDVD”, a web-based English learning system loaded with VODs and embedded into the English learning program of a polytechnic university in Taiwan. Over the implementation period, the LiveDVD action plan essentially involves use requirement on students along with creation of learning and assessment materials for the target VODs and outcome management. Outcome assessment indicators include (1) the association between use activeness of LiveDVD and pass status of English proficiency certificates and (2) the causal relations between LiveDVD-related variables and English learning outcome. A survey questionnaire on LiveDVD and the management platform were employed to collect relevant data. The chi-squared test of group independence and an SEM-based path analysis were performed to address the outcome indicators respectively. The findings of the project include: (1) use of LiveDVD is positively and significantly associated with the pass status of English proficiency certificates and, (2) use motivation has direct effect on English proficiency and create the significant mediation effect on English proficiency certificates. This project yields significant implications especially for vocational higher education in Taiwan in the innovative application of educational technology to English education coupled with an effective outcome management model.
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Lee, Hyang-Mi, and Mun-Koo Kang. "An Analysis of English Modal Auxiliary Verbs in Middle School English Textbooks." In Education 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.127.36.

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Ivanuna, Yelena, Elmira Uteubayeva, and Dilyana Arsova. "UPDATED EDUCATIONAL CURICULUM FOR ENGLISH LANGUAGE LESSONS IN KAZAKHSTAN." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(13).

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In the 2016-2017 academic year, an update of the education system and its content was introduced in Kazakhstan. Updating the content of education in the Republic of Kazakhstan sets itself the main goal - improving the pedagogical skills of teachers in the context of updating the educational program and introducing a system of criteria-based assessment. The article discusses the features of the updated content of education in the Republic of Kazakhstan, containing aspects of building knowledge acquisition based on Bloom's taxonomy. Here we have discussed: the details of taxonomy levels; a new structure of educational programs; the main differences from previous versions of educational programs compared to the updated version; criteria for assessing formative assessment; the tasks for the summative assessment of primary schoolchildren in English for the section and for the quarter; an example of a descriptor for assessing the mastery of knowledge in English lessons; the principle of the spiral approach in the preparation of programs within the framework of renewed education; the advantages of a training program using the spiral principle; Using the updated version, education should become competitive, high-quality, and, therefore, such that graduates of the Kazakh school can easily continue their studies in foreign universities
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Deng, Yan. "Research into English Education Strategies." In International Conference on Education, Management, Computer and Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcs-16.2016.238.

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Shi, L. "Intercultural Communication and English Education." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.20.

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Jing, Xin. "Analysis on the Implications of Basic English Lessons Education Reform for College English Education." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.170.

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Reports on the topic "English Education"

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Bjornstad, Lori. English Renaissance Humanist Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2496.

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Hice, Chelsey. English Education In Thailand and Singapore: Differences in English Education, Use and Identity. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.310.

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Kojiro, Ika. Favorable Progress of English Education in Japan. Fort Belvoir, VA: Defense Technical Information Center, February 2009. http://dx.doi.org/10.21236/ada510236.

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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Kumar, T. Vijay, and A. Giridhar Rao. All-English education in India neither desirable nor doable. Edited by Tasha Wibawa. Monash University, August 2022. http://dx.doi.org/10.54377/0b12-40d4.

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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa, and Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-based programs and practices; (3) effective family-community engagement; and (4) accountability models that ensure EL students’ success. The authors include a variety of tools and processes for LEA’s to use in the development of their EL Master Plan.
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Larson, Carrie. Bilingual Teachers' Experiences: Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6309.

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Hemelt, Steven, Kevin Stange, Fernando Furquim, Andrew Simon, and John Sawyer. Why is Math Cheaper than English? Understanding Cost Differences in Higher Education. Cambridge, MA: National Bureau of Economic Research, November 2018. http://dx.doi.org/10.3386/w25314.

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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.
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