Journal articles: 'English Education'

1

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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4

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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9

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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10

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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Reising, R. W., and Scott Baird. "Spanish/English Bilingual Education." Clearing House: A Journal of Educational Strategies, Issues and Ideas 67, no. 6 (August 1994): 308–9. http://dx.doi.org/10.1080/00098655.1994.9956094.

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12

YAMAUCHI, TAKASHI. "English Education in Japan." Juntendo Medical Journal 47, no. 2 (2001): 148–55. http://dx.doi.org/10.14789/pjmj.47.148.

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Kim, Kyong-Hahn. "Toward a Paradigm Shift: From English Education to English Subject Matter Education." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 9 (May 5, 2018): 659–87. http://dx.doi.org/10.22251/jlcci.2018.18.9.659.

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Kang, Sukjin, Youngmee Kim, Gyu Han Kang, and Ji-Soo Kang. "The Current Status and Future of Narrative in High School English Education: Implications for English Education and English Literature Education." Korean Society for Teaching English Literature 25, no. 3 (December 31, 2021): 5–44. http://dx.doi.org/10.19068/jtel.2021.25.3.01.

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15

Bondarenko, Olga. "Does Russian English Exist?" American Journal of Educational Research 2, no. 9 (September 15, 2014): 832–39. http://dx.doi.org/10.12691/education-2-9-20.

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Gabriel Hunt, Josiah. "From Western English to Global English: Issues in Cultural and Pragmatic Instruction." American Journal of Educational Research 2, no. 12C (November 13, 2014): 4–7. http://dx.doi.org/10.12691/education-2-12c-2.

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17

Malcolm, Ian G., Patricia Königsberg, and Glenys Collard. "Aboriginal English and Responsive Pedagogy in Australian Education." TESOL in Context 29, no. 1 (December 30, 2020): 61–93. http://dx.doi.org/10.21153/tesol2020vol29no1art1422.

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Aboriginal English1, the language many Aboriginal and Torres Strait Islander students bring to the classroom, represents the introduction of significant change into the English language. It is the argument of this paper that the linguistic, social and cultural facts associated with the distinctiveness of Aboriginal English need to be taken into account in the English language education of both Aboriginal/Torres Strait Islander and non-Indigenous students in Australia. The paper illustrates seven significant changes of expression which Aboriginal English has made possible in English. It then proposes a “responsive pedagogy” to represent a realistic and respectful pedagogicalresponse to the linguistic, social and cultural change which underlies Aboriginal English, drawing on current literature on second language and dialect acquisition and making frequent reference to materials whichhave been developed to support such pedagogy. It is implied that only with a pedagogy responding to Aboriginal English as it is, and to its speakers, will a viable English medium education for Aboriginal and Torres Strait Islander people be enabled. 1Aboriginal English” is the term used to denote “a range of varieties of English spoken by many Aboriginal and Torres Strait Islander people and some others in close contact with them which differ in systematic ways from Standard Australian English at all levels of linguistic structure and which are used for distinctive speech acts, speech events and genres” (Malcolm 1995, p 19).

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18

Choi, Whyun Young, Mun-Koo Kang, and Woon Gyeom Cho. "Learners’ Perceptions and Needs Analysis of Global Citizenship Education: Focused on Korea High School English Education." English Teachers Association in Korea 28, no. 3 (September 30, 2022): 1–17. http://dx.doi.org/10.35828/etak.2022.28.3.1.

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This study aims to identify the learners’ perceptions and needs analysis for Global Citizenship Education (GCED) in high school English education. To achieve the purpose of the study, an online survey was conducted on 369 students attending 10 general high schools across the country. First, most respondents shared the value and necessity of GCED as an education, but practical education related to GCED was rarely dealt with in the school fields. Also, it was very limited in the case of the school level or the subject where GCED was practiced, and in particular, the response to the high school English education could not be confirmed. Second, most students expected their needs to be reflected in the composition of the high school English curriculum and the production of English textbooks. In addition, there was a clear desire from students to reflect GCED-related contents and materials in the composition of the high school English curriculum and English textbook production. These results will not only help teachers and educators to understand how much high school learners are aware of GCED in English education and what they require but also suggest the direction of the high school English curriculum operation.

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19

Gupta, Anthea Fraser. "Singapore Colloquial English and Standard English." Singapore Journal of Education 10, no. 2 (January 1989): 33–39. http://dx.doi.org/10.1080/02188798908547659.

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20

Austin‐Ward, Brian. "English, English teaching and English teachers: the perceptions of 16‐year‐olds." Educational Research 28, no. 1 (February 1986): 32–42. http://dx.doi.org/10.1080/0013188860280104.

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21

Santos, Gildenir Carolino, Rosemary Passos, and Regina Maria Souza. "Editorial: English." ETD - Educação Temática Digital 9, no. 2 (November 11, 2008): 1. http://dx.doi.org/10.20396/etd.v9i2.812.

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Welcome to the volume 9, issue 2 of ETD: Digital Thematic Education, a publication of the State University of Campinas Education Faculty. It is with immense pleasure that ending the first semester of 2008 we are launching another issue, to contribute a little more with researches and studies of educational field and related areas. Articles section brings a total of eight works, several themes addressing "Library Science & Information Science", "Citizenship & Social Movements", "Education, Communication & Technology", "Education & Diversity", "Philosophy of Education" and "History of Education”. In the first article, written by Claudia da Cunha Ribas and Paula Ziviani, the text "Mediation, circulation and use of information in the context of Social Networks", the authors seek to understand the use of information and communications technologies – ICTs - to organize the context of social networks...

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22

Seo, Min-Won. "Yun Chi-ho's English Diary and English Writing Education." Journal of the Korea Contents Association 14, no. 8 (August 28, 2014): 528–41. http://dx.doi.org/10.5392/jkca.2014.14.08.528.

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Kim, Ji-Eun, and Ho Yoo. "Sports English Education as English for Specific Purposes(ESP)." Journal of the Korea Contents Association 14, no. 11 (November 28, 2014): 509–17. http://dx.doi.org/10.5392/jkca.2014.14.11.509.

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24

Park, Sujin, and Hee-Jeong Ihm. "Elementary English Teachers’ Perception toward Future of English Education." Institute for Education and Research Gyeongin National University of Education 39, no. 4 (December 31, 2019): 123–44. http://dx.doi.org/10.25020/je.2019.39.4.123.

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25

Kolesnikova, Irina L. "English or Russian? English language teacher training and education." World Englishes 24, no. 4 (November 22, 2005): 471–76. http://dx.doi.org/10.1111/j.0883-2919.2005.00430.x.

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26

Balenovic, Katica. "Acquisition of English Articles by Croatian Primary School Students in Early English Foreign Language Learning." American Journal of Educational Research 2, no. 7 (June 13, 2014): 436–40. http://dx.doi.org/10.12691/education-2-7-1.

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27

Santos, Gildenir Carolino, and Rosemary Passos. "Editorial: English." ETD - Educação Temática Digital 9 (November 17, 2008): 1. http://dx.doi.org/10.20396/etd.v9in.esp..723.

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Due to the “A” Qualis National qualification of ETD - Digital Thematic Education by ANPEd, its team decided to celebrate the fact offering to our readers and colaborators, who contributed so much to achieve this goal, launching a special thematic number, ending the year of 2007. This time the Group of Studies and Research in Higher Education (GEPES) of UNICAMP Education Faculty is involved in the organization of the issue. For this reason, the DOSSIERS section was dedicated to Studies and Research in Higher Education, with the inclusion of seven unpublished works, which deals with university reform, the Bologna process, skills, evaluation and higher education, plus, educational policy, with the collaboration of national and foreign authors...

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28

Kang, Suk Jin. "English Literature Education and Cybernetics." Korean Society for Teaching English Literature 24, no. 3 (December 30, 2020): 5–28. http://dx.doi.org/10.19068/jtel.2020.24.3.01.

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29

박옥희. "Script-based Elementary English Education." Journal of Studies in Language 24, no. 3 (November 2008): 495–523. http://dx.doi.org/10.18627/jslg.24.3.200811.495.

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Inoue, Misako, Yoshiko Morita, Atsuko Ikegashira, Tomohisa Hirose, Liversidge Gordon, Bigland Oliver, Mitsuko Sakae, and Mariko Nakagawa. "Globalization and lecturer’s English education." International Journal of Human Culture Studies 2018, no. 28 (January 1, 2018): 46–49. http://dx.doi.org/10.9748/hcs.2018.46.

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31

Fallon, Debbie. "Sex education in English schools." Paediatric Nursing 21, no. 2 (March 11, 2009): 43. http://dx.doi.org/10.7748/paed.21.2.43.s32.

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32

Fallon, Debbie. "Sex education in English schools." Paediatric Care 21, no. 2 (March 11, 2009): 43. http://dx.doi.org/10.7748/paed2009.03.21.2.43.c6920.

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33

Rafiqa, Rafiqa, and Ahmad Munawir. "Mandar Culture-Based English Education." ELT Worldwide: Journal of English Language Teaching 4, no. 2 (November 18, 2017): 153. http://dx.doi.org/10.26858/eltww.v4i2.4497.

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The purpose of this article is to describe a model of English language learning based on Mandar culture. Descriptive method was used in this study, the aim of it to describe a contextual learning model so the students are able to speak English and still preserve Mandar culture. The purposive sampling technique was used to determine the sample of the research, all of the students of English Education Program in 2016 academic year. Data were collected by using observation technique, questionnaire and documentation. This study described about English language learning based on Mandar culture. It was a process of language learning combined with local culture, namely Mandar culture. This study incorporates elements of Mandar culture in the learning process with the aim that students can understand and preserve their own culture and can add their English vocabulary. There are six Mandar cultural themes in Mandar culture-based language learning, namely malatigi (Mandar customary ritual on the night of marriage), mandarese marriage, sayyang pattuddu ', sayyang-sayyang, fisherman party (Sandeq), and panette' (making Mandar silk sarong). Applying Mandar cultures in English language learning can improve English language students and the students can preserve Mandar culture and increase student interest and critical thinking skills.

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34

Gayatri, Jesyca Putri, and Faiz Rafdhi. "Android-based English education application." Jurnal Inovatif : Inovasi Teknologi Informasi dan Informatika 5, no. 1 (August 27, 2022): 29. http://dx.doi.org/10.32832/inova-tif.v5i1.7900.

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<p>Current technological developments continue to be rapid and science continues to advance, requiring guidance as an educational medium. Learning education will be easier to teach to elementary school children. Educational content is highly preferred by android users. Learning media always face developments along with rapid technological developments. The MDLC method is a suitable method for designing and improving a media application which is a combination of photo, sound, video, animation and other media. The MDLC method has six stages as follows: Concept, Design, Material Collecting, Assembly, Testing and Distribution. Android-based educational applications can only be used by Android-based mobile phones. And to learn educational applications as an Android-based learning media is easier, more practical, and efficient. It is hoped that educational applications as learning media for elementary school children can help in mastering and pursuing each of the subjects contained.</p>

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35

Tran Xuan, Diep. "Dangerous Language and English Education." Journal of Science Educational Science 64, no. 1 (2019): 108–25. http://dx.doi.org/10.18173/2354-1075.2019-0012.

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Takahashi, Ryoko, 沙季鈴木, 直紀野田, ハジメジェーゴエリック, 淳. 飯島, and 智明日臺. "Topics in Medical English Education:." Journal of Nihon University Medical Association 81, no. 2 (April 1, 2022): 59–69. http://dx.doi.org/10.4264/numa.81.2_59.

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37

Minggirovna, Meyliyeva Gulnoza. "Sociolinguistics in English language education." Asian Journal of Multidimensional Research (AJMR) 8, no. 4 (2019): 74. http://dx.doi.org/10.5958/2278-4853.2019.00137.x.

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38

Kang, Suk Jin. "English Literature Education and Cybernetics." Korean Society for Teaching English Literature 24, no. 3 (December 30, 2020): 5–28. http://dx.doi.org/10.19068/jtel.2020.24.3.01.

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39

Julia Ipgrave. "English Pedagogies of Religious Education." Norsk Teologisk Tidsskrift 110, no. 3 (November 3, 2009): 152–66. http://dx.doi.org/10.18261/issn1504-2979-2009-03-03.

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40

Kovacikova, Elena, and Tomas Pechociak. "ENGLISH TEACHER EDUCATION IN SLOVAKIA." Slavonic Pedagogical Studies Journal 10, no. 2 (September 2021): 122–40. http://dx.doi.org/10.18355/pg.2021.10.2.3.

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The paper sheds light on the university preparation of future English teachers in Slovakia. Since the requirements for becoming an English teacher differ around the world, the first part of the paper describes and explains the requirements and career development of English teachers in Slovakia. Twelve Slovak faculties provide university preparation of future English teachers, and this research analyses their curricular offer. The courses offered to future English teachers are firstly categorized into linguistic, intercultural, methodological, and literary groups. As teaching practice becomes an essential part of the teacher preparation, the hours devoted to the teaching practice were counted at each institution. The tables and graphs show the sums of the courses and allocated hours. Thus, this paper brings an overview, comparison, and differences in the university preparation of future English teachers in Slovakia. Even though this survey shows only a quantitative point, this research results can be considered as one of the quality indicators in the university preparation of future English teachers in Slovakia

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41

Hart, Andrew, and Rebecca Soden. "Researching Media Education in English." Research in Education 66, no. 1 (November 2001): 28–39. http://dx.doi.org/10.7227/rie.66.3.

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42

Takahashi, Ryoko. "Education: Medical English Writing 2." Journal of Nihon University Medical Association 78, no. 6 (December 1, 2019): 337–40. http://dx.doi.org/10.4264/numa.78.6_337.

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43

Channa, Liaquat Ali. "English in Pakistani public education." Language Problems and Language Planning 41, no. 1 (July 20, 2017): 1–25. http://dx.doi.org/10.1075/lplp.41.1.01cha.

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Abstract The article reviews the past, present, and future position of English in the Pakistani language-in-education policy for the Pakistani government schools. The article first traces how the English language came to Pakistan, and underlines the social domains in which English is commonly used at the present time. The article highlights the fact that English has enjoyed the highest social position in Pakistan since the country’s establishment in 1947. Taking this fact into account, the article traces historically the status of the English language in the language-in-education policy for the government schools since 1947 to the present time. I argue that students from the elite and non-elite English medium schools end up being more literate in English and having better access to social mobility than the students from the Pakistani government schools because of the low quality education and the poor instruction of English as a subject taught through traditional teaching methods of imitation and memorization. In order to reduce the gap, although the recent National Education Policy (NEP 2009) of Pakistan has recommended not only teaching English as a compulsory subject in grade one onward but also using it as a medium of instruction in grade four onward for the content subjects such as science and mathematics in the Pakistani government schools, the current predicament of Pakistani public education raises questions and controversies about the successful implementation of the policy. The main suggestion of the paper is the fact that since teachers are the major agents of change in realizing such curriculum reforms at their classroom level (Fullan & Stiegelbauer, 1991), their perspectives, perceptions and attitudes must be sought as well as included in such policy making processes. Because the voices of Pakistani government teachers are overlooked in such top-down language policies, this paper implies that the their experiences, attitudes, and perspectives about the present and future role of English in public language-in-education policies need to be explored to better understand the potential future implications for Pakistani teachers and their education. Such steps not only make policies inclusive but also gauge how far such English initiatives are facilitative in raising the quality of education and developing English language literacy in Pakistan.

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44

Felderhof, Marius. "Degeneracy and English religious education." Journal of Beliefs & Values 31, no. 2 (August 2010): 155–64. http://dx.doi.org/10.1080/13617672.2010.503626.

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Jepsen, Christopher. "Bilingual Education and English Proficiency." Education Finance and Policy 5, no. 2 (April 2010): 200–227. http://dx.doi.org/10.1162/edfp.2010.5.2.5204.

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In 2001, California instituted a statewide test measuring English proficiency for English learners, students who are not proficient in English. In 2003 and 2004, nearly 500,000 English learners in grades 1–5 took this test each year. The relationship between bilingual education receipt and English proficiency is estimated using value-added regression models for each section of the test—listening and speaking, reading, and writing. In these regression models, students in bilingual education have substantially lower English proficiency of 0.3 standard deviations or more compared with other English learners in first and second grades. In contrast, the difference between bilingual education and other programs is usually less than 0.1 standard deviations for students in grades 3–5. These results hold for ordinary least squares, school fixed effects, and propensity score models.

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46

OKADA, Go. "English Communication in Engineering Education." Journal of JSEE 68, no. 6 (2020): 6_125. http://dx.doi.org/10.4307/jsee.68.6_125.

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47

Madriaga, Manuel. "Antiblackness In English higher education." International Journal of Inclusive Education 24, no. 11 (August 22, 2018): 1143–57. http://dx.doi.org/10.1080/13603116.2018.1512660.

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48

Hodgson, John, and Ann Harris. "English in Education from 2018." English in Education 52, no. 1 (January 2, 2018): 1. http://dx.doi.org/10.1080/04250494.2017.1410410.

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49

Ghuman, P., and R. Wong. "Chinese parents and English education." Educational Research 31, no. 2 (June 1989): 134–40. http://dx.doi.org/10.1080/0013188890310205.

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García-Sánchez, Soraya. "Debates in English Language Education." International Journal of Computer-Assisted Language Learning and Teaching 10, no. 4 (October 2020): 33–50. http://dx.doi.org/10.4018/ijcallt.2020100103.

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Discussing and reasoning remain essential activities in a 21st educational and professional ecosystem, which are often supported by multimodal communication. This paper links learning English as a Foreign Language (EFL) to a professional and communicative approach through the debate task, which is supported by a ubiquitous CALL/MALL environment. This study will show the proposed structure of the debate in order to establish interdependent and collaborative work that can be successfully planned by means of combining 21st cognitive and communicative skills that will enhance students' EFL performance in Higher Education. Students' decisions to explore target content, role positions, and the production of well-linked communicative messages in EFL will be shown at upper intermediate level B1+/B2. The empirical data suggests that interactive patterns and argumentative rebuttals in English encourage a multimodal educational and professional ecosystem for 21st century learners, who use face-to-face and technological devices to interact with each other and to access ubiquitous information.

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Journal articles on the topic 'English Education'

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