Relevant bibliographies by topics / English language English language Language and education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English language English language Language and education'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "English language English language Language and education"

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Dergaeva, S. S. "Additional language education. English language club." Alma mater. Vestnik Vysshey Shkoly, no. 7 (July 2017): 112–13. http://dx.doi.org/10.20339/am.07-17.112.

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Stockton, Richard J. "Recultured language in Indonesian English Language Teaching." Indonesian JELT: Indonesian Journal of English Language Teaching 13, no. 2 (October 31, 2018): 131–53. http://dx.doi.org/10.25170/ijelt.v13i2.1454.

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While historically language and culture had been seen as separable, since Whorfianism they have commonly been viewed as intertwined. Today however, opposing political ideologies surprisingly work together to dissociate English language in ELT in Indonesia from its cultural background. They are the influence of globalist critical theory/political correctness which seeks not to oppressively impose Westernization, and the rise of nationalism, with its traditionalist education reemphasizing religion and the nation and disidentifying with Western values, fearing them a threat to local ones. The trend can be seen in the 2013 curriculum with its character-based curriculum, Indonesian teaching practice, and use of locally produced materials. Assessment using Purnell’s cultural competence model of widely used locally produced textbooks, Scaffolding (2008), Bright (2014), and Bahasa Inggris (2014), shows English in Indonesian ELT being stripped of liberal Anglo-American Western culture and values and recultured with Indonesian. The varieties of Englishes coming out of the process, Indonesian English and Islamic English, are not threatening to local language and culture as some have feared English is. Recultured English seems to put ELT at the service of nationalism, something English teaching may be caught off guard by. TESOL may prepare by becoming aware of traditionalist approaches to education.
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Ginsberg, Daniel, Maya Honda, and Wayne O'Neil. "Looking beyond English: Linguistic inquiry for English Language Learners." LSA Annual Meeting Extended Abstracts 1 (May 2, 2010): 28. http://dx.doi.org/10.3765/exabs.v0i0.507.

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Is there a role for linguistic inquiry in a class of high school English Language Learners? Based on a year-long pilot project initiated by a Greater Boston high school teacher, we present evidence: (1) that examining the spoken and written languages represented in the classroom captures students’ interest and engages them in critical inquiry about the nature of linguistic knowledge and about their beliefs about language; (2) that the analysis of students’ home languages validates these languages in the school context, defining them as a rich resource worthy of study, rather than as a hindrance to education.
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Passoni, Taisa Pinetti. "Language Without Borders (English) Program: A Study on English Language Ideologies." Revista Brasileira de Linguística Aplicada 19, no. 2 (June 2019): 329–60. http://dx.doi.org/10.1590/1984-6398201913661.

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ABSTRACT This paper presents the synthesis of a study on the English language ideologies (ELI) underlying the Federal Program entitled “Languages without Borders-English” (LwBE). The investigation draws on texts from the legal, educational, and journalistic spheres about the enactment of the Program. Using NVivo 11 software, these texts were stored and categorized in the light of the Policy Cycle Approach and Critical Discourse Analysis. The overlapping of six ELI - standard language, English language as a commodity, native-speakerism, instrumentalist, global language and linguistic imperialism - is conceived as a common trait of LwBE in discourses, displaying tensions between the ratification and the questioning of English hegemony in the language policy engendered by the Program, within the context of the internationalization of Brazilian higher education.
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Muluh Nkwetisama, Carlous. "Rethinking and Reconfiguring English Language Education: Averting Linguistic Genocide in Cameroon." International Journal of Applied Linguistics and English Literature 6, no. 6 (September 1, 2017): 106. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.106.

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The over 285 indigenous languages of Cameroon may be crushed by the English language. To ensure a sustainable linguistic ecological balance whose peace is undoubtedly threatened by the global imperialistic terrors of English colonialism, an overhaul of ELT practitioners is needed. The English language is taught and learned in Cameroon against a conflictual linguistic platform of French (the other official language of questionable equal status as English), Pidgin English and over 285 indigenous languages. Of these local languages, just about 40 are currently being used (taught) in education at the different levels of education in the country. The aim of this paper was to examine the English language politics, practices and teaching. It thereafter evaluated English language teachers’ perception of the so called English Language Teaching Tenets. It also aimed at assessing the functional load of English and it ascertained the extent to which it was threatening the development of local languages as well as effective access to education in Cameroon.
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Christian, Donna. "Dual-Language Education for English Language Learners." TESOL Quarterly 35, no. 4 (2001): 601. http://dx.doi.org/10.2307/3588433.

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Mish, David. "Sharing Stories: English Language Learners Become English Language Authors." TESOL Journal 5, no. 1 (February 26, 2014): 150–55. http://dx.doi.org/10.1002/tesj.128.

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Park, Hyeson. "A minimalist approach to null subjects and objects in second language acquisition." Second Language Research 20, no. 1 (January 2004): 1–32. http://dx.doi.org/10.1191/0267658304sr228oa.

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Studies of the second language acquisition of pronominal arguments have observed that: (1) L1 speakers of null subject languages of the Spanish type drop more subjects in their second language (L2) English than first language (L1) speakers of null subject languages of the Korean type and (2) speakers of Korean-type languages drop more objects than subjects in their L2 English. An analysis of these two asymmetries is conducted within the Minimalist Program framework (MP), which hypothesizes that language acquisition involves the learning of formal features of a target language.I propose, based on Alexiadou and Anagnostopoulou (1998), that the licensing of null subjects is conditioned by the interpretability of agreement features. When a language has [+interpretable] agreement features, raising of the verb to T (X-movement) satisfies the EPP requirement: hence, a null subject is allowed. On the other hand, in a language with [-interpretable] agreement features, the subject is obligatory since merger of the subject in the specifier of TP (XP-merge) is required to check the EPP feature. Learning of the obligatory status of English subjects is easier for Korean learners than for Spanish speakers since syntactically both English and Korean have the same feature value [-interpretable] (although null subjects are allowed in Korean for pragmatic reasons). Spanish has the opposite syntactic feature value [+interpretable] and resetting of this is more difficult. Licensing of null objects is hypothesized to be related to the strength of theta-features. Languages with strong theta-features, such as English and Spanish, do not allow null objects, whereas languages with weak theta-features like Korean allow null objects. It takes time for Korean speakers to learn the different value of English theta-features, resulting in the extended null object period in L2 English of Korean L1 speakers.
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Phillipson, Robert. "Language Challenges in Global and Regional Integration." Sustainable Multilingualism 12, no. 1 (May 1, 2018): 14–35. http://dx.doi.org/10.2478/sm-2018-0001.

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Summary The article analyses whether the expansion of English is adding to linguistic repertoires, or whether a process of linguistic capital dispossession of national languages is taking place. It explores the role that discourses of ‘global English’ and of English as a ‘lingua franca’ play in processes of global and regional European integration. It considers whether the linguistic capital of all languages can be made productive when in much of Europe there is a marked downgrading of the learning of foreign languages other than English, alongside the continued neglect of many minority languages. Language pedagogy and language policy need to be situated within wider political, social and economic contexts. EU schemes for research collaboration and student mobility are of limited help in maintaining linguistic diversity. The Bologna process furthers European integration but intensifies the hegemony of English. Nordic universities are moving into bilingual education, combining English with a national language. The 2006 Declaration on a Nordic Language Policy aims at ensuring that Nordic languages and English develop in parallel, that all residents can maintain their languages, and that language policy issues should be widely understood. If neoliberalism and linguistic neoimperialism are determining factors, there are challenges in maintaining the vitality of languages, and organizing school and university education so as to educate critical multilingual citizens.
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Caruso, Marinella, and Josh Brown. "Continuity in foreign language education in Australia." Australian Review of Applied Linguistics 40, no. 3 (December 31, 2017): 280–310. http://dx.doi.org/10.1075/aral.17029.car.

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Abstract This article discusses the validity of the bonus for languages other than English (known as the Language Bonus) established in Australia to boost participation in language education. In subjecting this incentive plan to empirical investigation, we not only address a gap in the literature, but also continue the discussion on how to ensure that the efforts made by governments, schools, education agencies and teachers to support language study in schooling can have long-term success. Using data from a large-scale investigation, we consider the significance of the Language Bonus in influencing students’ decisions to study a language at school and at university. While this paper has a local focus – an English-speaking country in which language study is not compulsory – it engages with questions from the broader agenda of providing incentives for learning languages. It will be relevant especially for language policy in English speaking countries.
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Dissertations / Theses on the topic "English language English language Language and education"

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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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Estrada, Karla V. "Examining English Language Development among English Language Learners with Specific Learning Disability." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610109.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.

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Estrada, Karla Vanessa. "Examining English Language Development among English Language Learners with Specific Learning Disability." Digital Commons at Loyola Marymount University and Loyola Law School, 2013. https://digitalcommons.lmu.edu/etd/214.

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As the population of English Language Learners (ELLs) continues to grow in schools, so does the concern for their lack of academic progress and the possible inequitable representation of this culturally and linguistically diverse population in special education (Artiles, Rueda, Salazar, & Higareda, 2005; Guiberson, 2009; Mac Swan & Rolstad, 2006; Rinaldi & Samson, 2008). Of particular concern is the increase of ELLs with an eligibility of Specific Learning Disability (SLD), especially when examined at the local level (Klinger, Artiles, & Barletta, 2006). To understand this phenomenon at the local level, this mixed-method study examined ELLs with SLD in a large California urban school district by targeting English language development (ELD) at the macro and micro level. The researcher accomplished this focus by examining the relationship between English language proficiency levels, grade levels, and type of learning disorder among kindergarten through twelfth grade ELLs with SLD. The researcher analyzed cumulative educational records of three eighth grade ELLs with SLD, including Individualized Educational Programs (IEPs), to examine how ELD needs have been addressed. The results of the quantitative portion of this study revealed greater distribution patterns of ELLs with SLD in sixth through ninth grades. The researcher also found ELLs with SLD to be primarily represented in the early stages of ELD (beginning, early intermediate, and intermediate) and identified with an auditory processing disorder. Results of the case studies also revealed that after nine years of ELD instruction, the students had not reclassified as English proficient and documented evidence of ELD instruction and support was minimal.
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Stack, James Dennis. "The development of English academic language proficiency by language minority students learning English as a Second Language in school settings." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2841.

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The purpose of the study was to examine the growth of English academic language proficiency by language minority students who were learning English as a second language in an urban school setting. In light of Cummins' theory of language proficiency, the research investigated English development over a one year period in the areas of language most needed for academic success in school, reading and language. Growth in English academic language proficiency was examined across socioeconomic groups, language groups, years of instruction in the district, places of birth, and levels of oral language proficiency. The research sample included 4,663 students in two groups: a focus group of 2,460 students learning English as a second language in school, and a comparison group of 2,203 students from an English language background who had never received second language instruction. All the students were enrolled in grades 4 and 5 and had participated in districtwide standardized test administrations in Spring 1988 and Spring 1989. In addition to test results, information was collected pertaining to the following background characteristics: socioeconomic status, primary language background, length of time in the district, birthplace, and level of oral language proficiency. Statistical analysis with t-tests and Anovas indicated significant differences in CTBS Reading and Language gain scores favoring the second language learners compared to the national norm group and the non-second language learners. Although there was a narrowing of the achievement gap, it would take 5 to 7 years to close it at the observed rate. Among second language learners there were no differences in Reading and Language growth by socioeconomic status; all SES groups were narrowing the gap. There were differences in Reading and Language gains by years in the district; the students with fewer years were exhibiting the greater gains. In Reading growth there were no significant differences by language background, birthplace, or oral language proficiency; however, in Language growth there were differences. These differences were in the test area which is more dependent on formal schooling. It is recommended that emphasis be placed on reading and writing instruction and that students be given bilingual/ESL support for a longer period time.
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Mims, Pamela J. "English Language Arts, Introductory Kit." Digital Commons @ East Tennessee State University, 2013. https://amzn.com/B00DWIZ138.

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Dahmardeh, Mahdi. "English language teaching in Iran and communicative language teaching." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2748/.

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This is a study to investigate English Language Teaching (ELT) in Iran as well as the extent of its compatibility with communicative pedagogy. It has been accepted that language is more than a simple system of rules. Language is now generally seen as a dynamic resource for the creation of meaning. According to the advocates of Communicative Language Teaching (CLT), it is generally accepted that there is a need to distinguish between learning that and knowing how. In other words, there must be a distinction between knowing various grammatical rules and being able to use the rules effectively and appropriately when communicating. In 2007, the first Iranian national curriculum for teaching foreign languages was being developed by a team who was working under the supervision of the Ministry of Education based on CLT. Considering the extent of compatibility of the curriculum with CLT was felt to be important in evaluating the degree of success in achieving the goals of CLT. There were also efforts taken into consideration in order to consider the ELT in Iran from other perspectives. To do so, since the current programme and textbooks had been designed prior to introducing the new curriculum; therefore, it was felt necessary to consider them as well. In order to investigate the situation, varieties of research instruments were applied in order to collect valid and reliable data. These instruments were mainly composed of a review of literature, a desk based analysis of the curriculum, administering questionnaires as well as conducting interview sessions. The questionnaires were mainly distributed among English language teachers and the interviews were conducted with some authors of the curriculum, textbooks and English language teachers. The analysis and interpretation of the collected data suggested that while the newly designed curriculum document is to a great extent compatible with communicative pedagogy, the materials being used by teachers, as well as the current ELT programme, are mainly structurally based and cannot be considered as communicative. The thesis goes on to discuss some of the implications of these findings both for ELT in Iran and for future research.
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Kuti, Laura. "Accommodations for English Language Learners with Disabilities on Federally Mandated English Language Proficiency Assessments." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2541.

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The purpose of this research study was to conduct exploratory research to examine federally-mandated annual English language proficiency (ELP) assessment of English language learners (ELLs) and their use of accommodations on the assessment. First the researcher provides a review of the literature regarding accommodations provided for ELLs, students with disabilities on English assessments, and ELLs with disabilities on ELP assessments. The researcher examined the literature for differences and similarities between the three types of testing scenarios as well as identifying gaps in the literature for students who are both ELLs and who also have a disability and how their ELP is assessed, taking into account their disability. Based on the research presented in the review of the literature, the researcher provides the results from investigating data related to ELLs with disabilities and specific accommodations used by ELLs with disabilities to contribute to the limited current research available regarding this subgroup and to explore how the annual ELP assessment mandate is actuated at the state, district and classroom levels. The researcher used one state’s existing quantitative ELP assessment data to examine types of accommodations used for ELLs with disabilities on the statewide ELP assessment and then explored potential relationships between specific disabilities and accommodations used. The researcher investigated factors that contribute to the relationships between disabilities, accommodations, and performance on the ELP assessment through qualitative data from interviews with state, district, and school level personnel to further expand on results from the quantitative ELP assessment data.
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Mims, Pamela J., Angel Lee, Tracie-Lynn Zakas, Diane M. Browder, and L. Bastian. "Teaching to Standards: English Language Arts." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu_books/171.

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Research demonstrates high effectiveness with teaching skills that align to grade-level standards. This curriculum provides materials at three literacy levels: object/photo, symbols, and text. Skill areas include persuasive writing, elements of story grammar, and research endeavors. The authors adapted 15 popular works (like Holes, Number the Stars, and Dragonwings) into simplified text with repeated story lines and symbol supports. Genres include fiction, nonfiction, plays, and poetry. The 32 progressive lessons are scripted and incorporate evidencebased teaching procedures. They are organized into four units: Change, Values and Decision Making, Social Justice, and Global Awareness. These themes help students grasp the big ideas as well as specific ELA skills. The curriculum seamlessly integrates traditional formats, like books and manipulatives, with the software and iPad app. This blended approach helps you to teach all students effectively and creates an engaging learning process. In the software and app, students explore eight works of literature through a five-step instructional sequence: preview, vocabulary, read the book, comprehension questions, and story sequence. The curriculum now comes with two new components, including the consumable Daily Writing Journal Student Workbook and the Task Analysis Teacher Extension Book. Curriculum Includes: The Implementation Guide, Alignment to Standards booklet, two Teacher’s Guides, one Assessment Response Book, one Student Response Book, Right On Readers 1 and 2, one Daily Writing Journal Student Book, one consumable Daily Writing Journal Student Workbook, graphic organizers, 250 teaching cards, PDFs on disc with a classroom license for printouts, a Task Analysis Teacher Extension Book, and the Access Language Arts Software and iPad App. Curriculum Plus Includes: the Teaching to Standards: ELA Curriculum plus a total of 10 consumable Daily Writing Journal Student Workbooks, the GoWorksheet Maker iPad App, a set of GoWorksheet activities, samples of communications overlays, four sets of the Right On Readers, and one copy of Holes, We Beat the Street, The Outsiders, Number the Stars, and Dragonwings.
https://dc.etsu.edu/etsu_books/1191/thumbnail.jpg
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Perez, Ambar A. "LANGUAGE CULTURE WARS: EFFECTS OF LANGUAGE POLICY ON LANGUAGE MINORITIES AND ENGLISH LEARNERS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/577.

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This thesis investigates the intertextuality of language policy, K-12 TESL pedagogies, and EL identity construction in the perpetuation of unjust TESL practices in these contexts. By examining the power structures of English language ideology through critical discourse analysis of recent California language policy, this thesis demonstrates English language teaching’s intrinsically political nature in K-12 education through negotiations and exchanges of power. Currently, sociolinguistic approaches to TESL and second language acquisition acknowledge the value of language socialization teaching methods. This requires the acceptance of cognition, not as an individual pursuit of knowledge containment and memorization, but cognition as a collaborative and sociohistorically situated practice. Thus, this project also examines the power structures in place that negotiate and enforce these ideologies and how these practices influence pedagogy and EL identity construction. Many English users are second language (L2) users of English yet authorities of English use tend to consist of homogenous, monolingual English users, or English-sacred communities, not L2 users of English. Often, this instigates native speaker (NS) vs. non-native speaker (NNS) dichotomies such as correct vs. in-correct use, and us vs. them dichotomies. These are the same ideologies that permeate the discourse of California’s Proposition 227 and some pedagogies discussed in the data of this research perpetuating culture wars between monolingual and multilingual advocates and users.
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Crew, Vernon. "English language proficiency and attitudes towards the English language of Hong Kong Chinese student teachers." Thesis, University of Essex, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241202.

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Books on the topic "English language English language Language and education"

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

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

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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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Forbidden language: English learners and restrictive language policies. New York: Teachers College Press, 2010.

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Murphy, Barbara L. AP English Language. New York: McGraw-Hill, 2007.

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M, Rankin Estelle, ed. AP English language. New York: McGraw-Hill, 2002.

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Assessing English language learners. Washington, D.C: National Education Association, 2003.

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Paul, Lang. The English language debate: One nation, one language? Springfield, N.J: Enslow Publishers, 1995.

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Ohio. Dept. of Education. English language arts curriculum. Columbus, OH: Dept. of Education, 1985.

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Book chapters on the topic "English language English language Language and education"

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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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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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Hashim, Azirah, and Gerhard Leitner. "Language policy and language education." In English in Southeast Asia and ASEAN, 109–35. Abingdon, Oxon; New York, NY: Routledge, 2020. | Series: Routledge studies in world Englishes: Routledge, 2020. http://dx.doi.org/10.4324/9781315101842-8.

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Jayendran, Nishevita, Anusha Ramanathan, and Surbhi Nagpal. "Teaching of language – I (communicative English)." In Language Education, 103–27. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003054368-6.

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Kırkgöz, Yasemin. "English Education Policy in Turkey." In Language Policy, 235–56. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46778-8_14.

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Or, Iair G., and Elana Shohamy. "English Education Policy in Israel." In Language Policy, 63–75. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46778-8_5.

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Al-Jardani, Khalid Salim. "English Education Policy in Oman." In Language Policy, 133–46. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46778-8_9.

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Ramanathan, Hema. "English Education Policy in India." In Language Policy, 113–26. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22464-0_5.

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Danielsson, Kristina, and Staffan Selander. "Language." In Multimodal Texts in Disciplinary Education, 95–102. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63960-0_9.

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AbstractIn Sweden, English is a language with high status, and digitization in particular has made English easily available so that many children learn English outside of school, what is called ‘extramural English’ (Sundqvist and Sylvén 2016), through commercials, music, and different digital media, including online games, YouTube clips, etc.
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Tryzna, Marta Maria, and Hussain Al Sharoufi. "English Language Education Policy in Kuwait." In Language Policy, 77–91. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46778-8_6.

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Conference papers on the topic "English language English language Language and education"

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Syahid, Ahmad Habibi, Anita, Mohamad Rohman, Ida Nursida, and Afif Suaidi. "Metalinguistic Awareness and Individual Language Learners in Foreign Language Learning." In English Linguistics, Literature, and Education Conference. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009431700410048.

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Rui, Liu. "Language Attrition Theory on English Language Teaching." In 2015 International Conference on Social Science and Technology Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsste-15.2015.89.

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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-language Life Sciences teachers taught Life Sciences in order to mitigate language difficulties for themselves and those of their learners. The study was guided by the research question: how does English as a second language influence teacher practices when teaching Life Sciences to grade 12 learners? Using a qualitative research design, six Life Sciences teachers with various levels of teaching experience, two novices, two relatively experienced and two very experienced teachers, were purposefully selected from six different schools. The assumption was that teachers at various levels of experience may have different experiences of teaching the subject in a second language. Each teacher was observed once whilst teaching the same topic to grade 11 Life Sciences learners to establish their teaching practices. Incidences of learner engagement with the content, teacher-learner and learner-learner interactions were captured and scored using the Reformed Teaching Observation Protocol rubric. Lesson observations were suitable for data collection as they allowed the researcher to examine even non-elicited behaviour as it happened. The findings indicated that language difficulties were prevalent and affected both teachers and learners in engaging with the concepts at hand. For instance, most of the teachers whether experienced or not, struggled to explain and elaborate vital Life Sciences concepts in a comprehensible manner due to lack of proficiency in the language of instruction. The teachers mostly utilised code-switching as it enabled them to explain and elaborate scientific terms and processes in both English and their home languages. Because learners were allowed to express themselves in their home languages, the level of interaction also increased. In addition, teachers used transliteration and demonstrations as teaching strategies that also reduced the challenges of using English as a medium of instruction. The study informs both pre-service and in-service teacher development programmes.
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Lisina, L. M. "COMPOSITION OF THE ENGLISH LANGUAGE." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.487-491.

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Any language is in constant flux. They are especially susceptible to the lexical composition, which reacts to any innovations and phenomena of modern society: science, technology, the media and the Internet space as a whole are actively developing. Some words disappear from use, and new concepts and expressions come to replace them. As you know, it is the very process of replenishing the language system with new vocabulary that has always been of particular interest to linguists. This article is devoted to the study of modern ways of developing and replenishing the vocabulary of the English language.
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Mukhametshina, Evelina, Tatiana Morozova, and Farida Shigapova. "TEACHING ARABIC LANGUAGE VIA ENGLISH." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1803.

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Korneshova, E. R., A. V. Porhunova, and N. A. Kopylova. "NEOLOGISMS IN THE ENGLISH LANGUAGE." In Modern Technologies in Science and Education MTSE-2020. Ryazan State Radio Engineering University, 2020. http://dx.doi.org/10.21667/978-5-6044782-7-1-159-161.

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Wang, Renfeng. "Backwash Effect of Language Test on English Language Teaching." In 2nd International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icadce-16.2016.240.

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Zabrovskaya, Anastasia. "ENGLISH LANGUAGE LEARNER NEEDS ANALYSIS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0561.

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Nur, Sahril, Amirullah Abduh, and Rosmaladewi Rosmaladewi. "Ethical Leadership in English Language Education." In 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.38.

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Li, Xianwei, and Xin Wang. "Language Anxiety in English Performance." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.167.

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Reports on the topic "English language English language Language and education"

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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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DuBois, Elizabeth. The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5522.

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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.
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Serneels, Pieter, and Stefan Dercon. Aspirations, Poverty and Education: Evidence from India. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/053.

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This paper investigates whether aspirations matter for education, which offers a common route out of poverty. We find that mother aspirations are strongly related to the child’s grade achieved at age 18. The relation is nonlinear, suggesting there is a threshold, and depends on caste, household income and the village setting. The coefficients remain large and significant when applying control function estimation, using firstborn son as instrument. A similar strong relation is observed with learning outcomes, including local language, English and maths test results, and with attending school, but not with attending private education. These results are confirmed for outcomes at age 15. The findings provide direct evidence on the contribution of mother aspirations to children’s education outcomes and point to aspirations as a channel of intergenerational mobility. They suggest that education outcomes can be improved more rapidly by taking aspirations into account when targeting education programmes, and through interventions that shape aspirations.
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Chen, Aitao, Hailing Jiang, and Fredric Gey. English-Chinese Cross-Language IR Using Bilingual Dictionaries. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada456270.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Blumenthal, Laura. Self-Efficacy in Low-Level English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1621.

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NIKITINA, IRINA. THE LANGUAGE OF CORRUPTION IN ENGLISH BUSINESS DISCOURSE. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/2077-1770-2020-4-3-163-169.

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This article is devoted to identifying the patterns of the use of the language of corruption in English business discourse. In the course of the research, the author analyzes functional features of the language of corruption in English business discourse and describes in detail the various techniques underlying the replacement of the direct naming of “bribe, to give a bribe” to the euphemistic one in English. The analysis allows identifying language strategies characteristic of the modern English business communication.
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Russell, Margo. A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2022.

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Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5489.

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