Academic literature on the topic 'English-Taught Program'

Non – formal education is one of the solution to help the student learning the subject.One of non – formal education is English course to complete the studying in formal education, to give more knowledge, human skill, and to be able to develop the ability, improving the skill and independence. When the students cannot get maximal in speaking English at school, they can join some courses that is focusing on English. LANGUAGE CENTER English Course has known well to make students able to speak English because they will be helped by 100 teachers who is professional in English. The Implemntation of teaching speaking program at LANGUAGE CENTER English Course are including teacher’s preparation, material taught, teachers’ evaluation in learning, and students’ response toward the teacher in teaching speaking .The research used descriptive qualitative as research design. The subject was 13 students of basic speaking class at LANGUAGE CENTER English Course. The method used in collecting data was interview, observation and documentation. Interview and observation were used for collecting data on teacher’s preparation, material taught, teachers’ evaluation in learning, and students’ response toward the teacher in teaching speaking at LANGUAGE CENTER English Course and documentation used for collecting picture and video that we did research. The result of research is to show that teacher’s preparation, material taught, teacher’s evaluation and students’ response in teaching speaking program at LANGUAGE CENTER English Course was very good.

This paper is based on the presentation by the same name given in Lawrence, KS on December 7, 2018 as part of the Building Bridges for English Language Centers conference. The presenters were two instructors, Diane Taveggia and Parul Sood, who taught EAP courses for the first time after teaching general ESL classes for many years at the Applied English Center (AEC) at the University of Kansas (KU). The presentation focused on the skills taught in two English for Academic Purposes courses - EAP 101 taught by Parul Sood and EAP 102 taught by Diane Taveggia in the Academic Accelerator Program at KU. This paper expands upon the difference between the University’s IEP and the Academic Accelerator Program as well as the challenges of the transition experienced by the two instructors who made the leap from ESL to EAP for the first time.

English is taught as a foreign language in Kingdom of Saudi Arabia. Although the government tries gradually to integrate teaching English in all grades: secondary, intermediate and elementary, learning English is still limited and need more developing. This essay is a brief review about bilingualism in Saudi education. This essay will be divided into three sections. The first section will describe the Saudi bilingual context through three dimensions: language competence, late bilingualism, and individual bilingualism. The following section will define bilingualism with regard to the Saudi context. The last section will discuss the appropriate educational program for Saudi bilinguals and the implications of this educational program incorporating Arabic and English.

Islamic contents and English were taught at Islamic Boarding School (IBS) Haramain Nahdlatul Wathan (NW) Narmada. English is taught as a general subject and compulsory subject as well. An English community (Language Asrama) is established by Kiai. It is aimed at practicing speaking English and exercising public speaking skills. IBS Haramain NW Narmada includes one of the IBSs in Indonesia in which it reflected Islamic values, cultures, and indoctrination in its teaching and learning. The pieces of evidence showed that this institution taught English for students (Santri) as a tool to gain global information around the world. Dealing with the ELT classrooms, IBS Haramian NW Narmada employed some learning strategies reflecting Islamic cultures and values such as syawir, Lalar, Hafal (memorizing), and Setoran (deposit). The strong emphasis on Arabic and English in daily communication addresses the immersion language program. It is a method applied to teach foreign languages. Based on the application, the IBS Haramain NW Narmada applied a total immersion program, in which Arabic and English are the target languages.

This paper examines the role professional development can play for Japanese Teachers of English (JTEs) and native speaker Assistant English Teachers (AETs) working together in the Japan Exchange and Teaching om Program. Aiming for a communicatively-based team-taught approach, the program has been in existence in Japanese high schools since 1987. Japanese government documents, academic reports, and participants' reflections have been examined to reveal some of the program's shortfalls. A detailed description of Sendai City's training and in-service system is offered as a way to maximize the success of the JET Program through consistent professional support for ]TEs and AETs.

This study focused on investigating the effect of word wall picture on the fourth grade Elementary School in learning outcomes of English vocabularies. The experimental method used in this study and the participants were 98 fourth grade elementary school of Al-AzharSyifa Budi,Bekasi, Eastern Jakarta, Indonesia academic year 2016-2017, as well as samples with a stratified random technique based factorial design that was selected group of students. The data were analyzed using statistical program SPSS 21.0 for descriptive analysis and inferential analysis with ANOVA two lanes to test the hypothesis followed by Tukey's test. The results showed that: 1) there was a significant difference in learning outcomes of English vocabularies between students who taught by using word wall picture and students taught by using printed media. 2) there was an interaction in learning outcomes of English vocabularies on a test comprised of “linguistic intelligence” between students who taught by using word wall picture and students taught by using printed media .3) there was higher learning outcomes of English vocabularies for higher linguistic intelligence students who taught by using word wall picture than students taught by using printed media. 4) there was lower learning outcomes of English vocabularies for lower linguistic intelligence students who taught by using word wall picture than students taught by using printed media. Based on these findings it can be concluded that the word wall picture is effective to improve learning outcomes of English vocabularies, and to enhance linguistic intelligence.

This study assessed the methods of teaching English course taught at the general diploma at the college of Graduate Studies in Education, Cairo University in light of English teachers’ needs and expectations. The Methodology course was reconstructed using the premises of students centered teaching techniques and taking into consideration what is identified by teachers as their basic needs to improve teachers’ linguistic skills and to allow teachers to get acquainted with recent teaching techniques that focus on enhancing the qualifications of the graduate students. The participants in the study were 50 English teachers who graduated from faculties of tongues and arts, English major. They were studying to get a general diploma in education. Some of them had different years of English teaching experience and others never taught in their life. Three instruments were implemented to elicit teachers’ needs from the methods of teaching English course: a pilot study to elicit teachers’ needs and expectations of the methodology course and a directed questionnaire that resulted in a number of suggested topics to be included in the methodology course. A pre and a posttest were administered before and after the implementation of the program to record changes in teachers’ knowledge and skills due to the application of the revised course. Teachers’ responses showed that the participants were dissatisfied with the topics and applications offered by the methods of teaching English course in its first form and suggested a number of topics and applications to be added to satisfy their future needs and expectations. The program was revised and reconstructed in light of teachers’ needs and it was taught for two semesters during the academic year 2014/ 2015. The results showed a noticeable improvement in teachers’ knowledge and skills, which were manifested in teachers’ responses to the posttest.

ABSTRACTDual language bilingual education (DLBE) programs, in which students are taught language and academic content in English and a partner language, have dramatically grown in popularity in U.S. schools. Moving beyond the teaching of Spanish and Chinese, DLBE programs are now being offered in less commonly taught languages and attracting new student populations. Based on qualitative research conducted in a New York City public middle school that recently began a Hebrew DLBE program, we found that this program, in its inception and design, challenges traditional definitions of DLBE and offers new understandings about bilingual education for the 21st century. We argue that the policies and guidelines for the provision of DLBE and the scholarship upon which they are based are rooted in notions of linguistic purism that fail to consider or meet the needs of communities enrolling in bilingual education programs today.

The purpose of this study is to examine college students’ perceptions and satisfaction of an online extracurricular synchronous program during the COVID-19 pandemic. 100 college students participated in this program taught by native English instructors by Zoom in small groups for 8 weeks and a survey was conducted after the program. The results of this study showed significant student satisfaction with the extracurricular course. The reasons are satisfaction with course contents, native English instructors, and efficiency of the small group. The reasons for dissatisfaction were the difficulty of communicating with native-speaking professors. The reasons for satisfaction with the online synchronous course are it could be taken anytime, anywhere, high concentration, ease of time management and safe from corona infection. The reasons for dissatisfaction were feelings of disconnection, poor learning concentration, errors in Zoom program and unstable network connection. Taking this program, there were positive responses that students felt their English skills highly improved. In the future, via this program they would like to take basic English conversation skills most and English skills related to their major or employment. If these research results are reflected in the design of online programs, it is expected to be an effective online program.

The aim of the research are (1) to know an influence on the development of Adobe-Flash multimedia programs on the ability of students to improve vocabulary skills in English. (2) to find the percentage of the influence of the development of multimedia programs on the ability of students to improve vocabulary skills in English. This research is an experimental research. The program implementation technique for this research is a preliminary test used to measure students' vocabulary abilities of the material being taught while the final test is carried out to determine student learning outcomes after being treated using Multimedia-based Object-Oriented Programming (AdobeFlash) learning methods in English. Keywords: Multimedia-Based Learning Method, Vocabulary Skills, English.

The changing role of English as a lingua franca (ELF) has triggered a debate on whether or not English teaching should conform consistently to native-speaker Standard English or should it value the pedagogical implications of ELF. This study investigates the implementation of China’s Business English Program from an ELF perspective and explores the practicality of incorporating ELF-informed teaching in context by comparing what is being taught in the classroom with what is being used in the workplace. The comparison is made through the key concepts involved in the debate over the practicality of ELF-informed teaching, such as language ownership, linguistic and cultural diversity, language authority and authenticity. This study used an in-depth, inquiry-based case study research approach to investigate the cases of two Business English Programs. The sources of evidence include curriculum documents, coursebook analysis, classroom observations, questionnaires and interviews. The evidence was obtained through a three-phase inquiry using both quantitative and qualitative data collection methods. Phase 1 involved a content analysis of three curriculum documents, including the National Principles of Teaching Quality for Undergraduate Business English Majors (The National Principles of BE) and the two institutional curricula. Phase 2 started with an analysis of business English coursebooks followed by a series of classroom observations. This phase of enquiry along with document analyses at phase 1 provide substantial evidence regarding what ‘English’ is being taught - an ENL variety through an ‘monolithic’ approach or ELF through a ‘pluricentric’ approach. Phase 3 investigated stakeholders’ (teachers, learners, graduates) attitudes and perceptions towards native-speaker Standard English and ENL-based teaching, ELF and ELF-informed teaching. The findings revealed that the curriculum documents do not indicate a preference for native-speaker Standard English, ELF or Chinese-English. However, the coursebooks analysed in this study suggested a strong orientation towards native-speaker Standard English, its users and cultures and also, a lack of real-life ELF scenarios. This lack of ELF scenarios was not addressed in the use of the coursebooks as evidenced in the classroom observations. While the concept of English as a lingua franca was understood and discussed, how English is actually used as a lingua franca was not exemplified or analysed. In addition, teachers, learners and graduates have different perceptions towards what should be taught in classroom. The interviews with business English teachers indicate one main conflict and three subsidiary conflicts regarding the practicality of ELF-informed teaching in the Business English Program. The main conflict is between teachers’ general awareness of ELF and their preference for ENL-based teaching. The three subsidiary conflicts are between: 1) learning ENL and teaching ELF; 2) English for test and English for use; and 3) intervention and innovation. Meanwhile, learners’ perceptions towards what should be taught in classroom were found to be influenced by three factors: 1) the communicative effectiveness of the ‘English’; 2) the social value of the ‘English’; and 3) the applicability of ‘English’ in China’s higher education system. Different from business English teachers and learners, graduates expressed more positive attitudes towards ELF and called for an inclusion of real-life ELF scenarios, an introduction of EMI business courses, and classroom practices that encourage bi/multilingualism. In the light of the above findings, the gaps between what is being taught in the classroom and what is being used in the workplace were summarized. Also, a total of seven factors at individual, institutional, and socio-cultural levels were identified as the most prominent barriers to the effective implementation of ELF-informed teaching in the Business English Program. These barriers formed the basis of the ultimate proposal for an evaluative framework that conceptualizes the most prominent components needed for consideration by a local institution in order to explore the practicality of ELF-informed teaching. The framework could be used to detect, discuss, and defeat the barriers impeding its effective implementation of ELF-informed teaching. Overall, by unveiling a dynamic interplay of policy, contexts, and stakeholders in the implementation of Business English Program, the findings from the present study are of empirical and practical value to those involved or interested in the fields of English language policy, English language teaching in China, and ELF. This study makes original contributions to the literature through illuminating: a) the extent to which ELF-informed teaching is implemented in China’s Business English Program; b) the existing and potential barriers impeding the effective implementation of ELF-informed teaching; c) the gaps between what is taught in business English classrooms and what is used in workplace; and d) key elements to assist Business English Programs in overcoming these barriers and bridging the gaps. In addition, with a specific focus on China’s Business English Program, this study enriches the literature on stakeholders’ perceptions on ELF and the implementation of ELF-informed teaching in the countries in the Expanding Circle and thus, adds empirical evidence into the debate over the practicality of ELF-informed teaching in these contexts.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Hum, Lang & Soc Sc<br>Arts, Education and Law<br>Full Text

Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to present a research project carried out at the University of Alicante during the academic year 2011-2012. With this research we obtained results that provide quantitative and qualitative data which explains how the use of the CLIL methodology affects the English level of students in the “Didactics of the English Language in Preschool Education” course in Preschool Education Teacher Undergraduate Program as students acquire the contents of the course.

<p>This study explored the implementation of social science English-taught undergraduate degree programs in Japanese universities and investigated the challenges they face. As higher education institutions in Japan seek to become more competitive, many institutions are introducing undergraduate degrees taught exclusively through the English language. Existing research in non-Anglophone countries has shown that programs differ in their rationales for implementation and in their design and characteristics, and therefore, experience different types of implementation challenges that inspire varied responses. However, in Japan, studies in the English language focusing on the implementation of English as a medium of instruction in higher education are few and concern only short-term and graduate programs. This study used a qualitative multiple-case study design to examine four-year social science undergraduate programs at three universities from the perspectives of those involved with the implementation process. Data were generated via 27 interviews with senior administrators, faculty members and international education support staff. </p><p> The results indicate that the rationales for implementing the programs at the case-study institutions are grounded in a desire to increase competitiveness, with a focus on developing the international competencies of domestic Japanese students. Program design is oriented towards international and Japanese students in the same classrooms and is influenced by the understandings of key program implementers. Structural challenges were found to be the most significant obstacles to program implementation. In particular, institutions struggle with issues relating to program coherence and expansion, student recruitment and program identity. Structural challenges are so prominent that the study proposes a new typology of challenges facing the implementation of English-taught programs in Japan. This typology includes challenges related to the constructed understandings of the programs as institutions within the university. Practical responses to the challenges consist of discrete actions with little movement made that affects the university more broadly. Five salient elements that play an important role in the implementation of all of the case-study programs were also identified. These comprise the presence of committed leadership, implementer orientation regarding the English language, the position of the program within its institution, student recruitment, and the clarification of outcomes and goals. </p>

This case study investigates teachers’ and students’ perceptions about engaging with the disciplinary and linguistic demands of a new Italian law programme, launched for the first time in academic year 2006-2007, taught entirely in English in an Italian university. The study examines students’ and teachers’ perceptions as they engage with teaching and learning law in English. This is a timely international higher education case study, given present policy initiatives in the European Union (EU) towards upgrading language education in the region, and in parallel, raising Europeans’ language mastery and skills from monolingual to plurilingual status by promoting and improving the conditions for the learning of at least two additional foreign languages other than the mother tongue for all citizens. The case study is far-reaching in that the present need for cutting-edge methodology in the EU calls for renewed ways of articulating the curriculum to teach subjects and foreign languages. This study compares two new but very different pedagogical models, English as medium of instruction (EMI), the design adopted for teaching law in English at the Italian law programme, and Content and Language Integrated Learning (CLIL), a rival methodology which consists in the ‘integration’ of language and learning subjects within a single curriculum. Based on the data submitted, the study questions the assumption that teaching a subject in a foreign language at university automatically results in language learning. Given the nature and degree of complexity of the subjects taught in the courses researched, in satisfying the university requirements for high quality teaching and learning to achieve ‘high quality’ learning for all, there are certain conditions which impact the learning process (e.g., teaching approaches and styles, level and use of English by teachers and students, intercultural preparedness of students to work together). The study confidently predicts that without these pre-set design conditions, the type of teaching and learning methodology implemented in the programme examined, generalizable to other programmes, is destined to perpetuate poor quality delivery and unfulfilled educational goals.

碩士<br>銘傳大學<br>應用中國文學系碩士班<br>102<br>In recent years, Taiwanese government has been encouraging the internationalization of the higher education and many universities in Taiwan offer international programs to allow foreign student to study in Taiwan in a whole English environment. With the support of Taiwanese Education Center in Mongolia, the number of Mongolian students studying in Taiwan has increased year by year. As the overall evaluation towards the quality of Taiwanese education is relatively good among Mongolian people, many students and their parents are interestedin studying in Taiwan or sending their children to pursue education in Taiwan. The English-taught degree programs in Taiwan has become one of the ideal options for the Mongolian students who don’t have Chinese learning background and most of those students expect to improve their English and Chinese language abilities at the same time pursuing a degree. This study is aimed at understanding the Chinese learning motivations of Mongolian students who are participating in the English-taught programs in Taiwan, as well as to discuss about the Chinese learning situations of the students to investigate the influence of English-taught programs on their Chinese learning motivation, through the analysis of existing data and by conducting a survey among the students. First of all, as the basis for the research paper, the theories related to the learning motivation, and the previously conducted researches related to the learning motivation as well as related to the Chinese learning situations of Mongolian students in Taiwan are discussed in the literature review section. Then, the academic relations between Mongolia and Taiwan, the situation of Mongolian students in Taiwan and the English-taught programs offered by Taiwanese universities are introduced furthermore. The research has chosen Ming Chuan University, the university which has the longest history and the richest experience among Taiwanese universities in terms of accepting Mongolian students as well as offering English-taught programs, as a focus of the study and the Mongolian students who are enrolled in English–taught programs of the university,as a target. Therefore, as a result of the survey findings, the situations of Chinese learning motivations and the actual Chinese learning practices of the Mongolian students are revealed and discussed as a conclusion, which would provide certain suggestions to the Chinese teaching units and reference for further studies.

Teaching the history of the English language (HEL) leads one naturally to talking about its geographical and social diversity—its dialects and varieties and their features. This chapter will address the role of diversity and change within the History of English, focusing especially on regional dialects, and providing specific examples of written and audio resources that can be used in the HEL classroom. In particular, it refers to an introductory undergraduate course on Studying the English Language developed and taught by the author, explaining its rationale, exemplifying its content, and discussing how it can feed into subsequent courses and topics of a degree programme.

Is English a bridge or a barrier to economic advancement and social mobility as it spreads worldwide? To what extent do domestic and global politics determine those outcomes? Who are the winners, losers, and resisters? How are France and China using the “soft power” of language to overtake English, and to what ends? What role do globalization, a knowledge-based economy, and neoliberalism play in these developments? Using education as its lens, this book critically unpacks these and related questions in a sweeping journey across four continents through diverse political and historical settings. It begins in Europe with the European Union and its promotion of multilingualism and with controversies over English-taught courses and programs in universities in the name of internationalization. It then moves to the postcolonial world, where disputes over English in the schools reveal longstanding grievances and the inequities of historically rooted and politically motivated language policies, and where French is losing its hold to English in some former French-speaking colonies. It finally shifts to the United States, where state and local officials and grassroots organizers are addressing the “foreign language deficit” and initiating programs that promote multilingualism. Drawing on a vast store of interdisciplinary research, interviews, court decisions, political commentary, literature, and popular culture from across the globe and in multiple languages, the book makes the case for a common global language (English for now) as a core component of multilingualism in a world that is growing smaller, more diverse, and more politically uncertain by the nanosecond.

The bachelor's degree in Creativity and Business Innovation is a joint study programme offered by the Polytechnic of Porto (P.PORTO), through the Porto School of Accounting and Administration (ISCAP), Vilnius Kolegija - University of Applied Sciences (VIKO), from Lithuania and the Estonian Entrepreneurship University of Applied Sciences (EUAS), from Estonia. This is a pioneer degree in the context of Portuguese higher education, taught in English. Due to its innovative character, it responds to the new paradigms that higher education institutions (HEI) will have to face. With innovative syllabus, teaching/learning methodologies and assessment methods it develops new paths for higher education programmes. To conclude this degree, students must develop and present a Final Thesis (Project). Thus, the present book compiles, in the form of chapters, some of the work presented by the students during the academic years of 2020/21 and 2021/22. They have been organised in the form of volumes, being the first volume presented (Volume I). The objectives of this book are (1) to allow students of this bachelor's degree to develop and consolidate knowledge in the various disciplinary areas of Management, (2) to support students in finalising their Final Thesis (Project), and, finally, (3) to promote the transfer of knowledge from Academia to Society. The organizer and the authors of the chapters are grateful for the support of the entrepreneurship and innovation research line of the Center for Organisational and Social Studies of Polytechnic of Porto (CEOS.PP).

The bachelor's degree in Creativity and Business Innovation is a joint study programme offered by the Polytechnic of Porto (P.PORTO), through the Porto School of Accounting and Administration (ISCAP), Vilnius Kolegija - University of Applied Sciences (VIKO), from Lithuania and the Estonian Entrepreneurship University of Applied Sciences (EUAS), from Estonia. This is a pioneer degree in the context of Portuguese higher education, taught in English. Due to its innovative character, it responds to the new paradigms that higher education institutions (HEI) will have to face. With innovative syllabus, teaching/learning methodologies and assessment methods it develops new paths for higher education programmes. To conclude this degree, students must develop and present a Final Thesis (Project). Thus, the present book compiles, in the form of chapters, some of the work presented by the students during the academic years of 2020/21 and 2021/22. They have been organised in the form of volumes, being the first volume presented (Volume I). The objectives of this book are (1) to allow students of this bachelor's degree to develop and consolidate knowledge in the various disciplinary areas of Management, (2) to support students in finalising their Final Thesis (Project), and, finally, (3) to promote the transfer of knowledge from Academia to Society. The organizer and the authors of the chapters are grateful for the support of the entrepreneurship and innovation research line of the Center for Organisational and Social Studies of Polytechnic of Porto (CEOS.PP).

The bachelor’s degree in Creativity and Business Innovation is a joint study programme offered by the Polytechnic of Porto (P.PORTO), through the Porto School of Accounting and Administration (ISCAP), Vilnius Kolegija - University of Applied Sciences (VIKO), from Lithuania and the Estonian Entrepreneurship University of Applied Sciences (EUAS), from Estonia. This is a pioneer degree in the context of Portuguese higher education, taught in English. Due to its innovative character, it responds to the new paradigms that higher education institutions (HEI) will have to face. With innovative syllabus, teaching/learning methodologies and assessment methods it develops new paths for higher education programmes. To conclude this degree, students must develop and present a Final Thesis (Project). Thus, the present book compiles, in the form of chapters, some of the work presented by the students during the academic year of 2021/22. They have been organised in the form of volumes, being the third volume presented (Volume III). The objectives of this book are (1) to allow students of this bachelor’s degree to develop and consolidate knowledge in the various disciplinary areas of Management, (2) to support students in finalising their Final Thesis (Project), and, finally, (3) to promote the transfer of knowledge from Academia to Society. The organizer and the authors of the chapters are grateful for the support of the entrepreneurship and innovation research line of the Center for Organisational and Social Studies of Polytechnic of Porto (CEOS.PP).

Nationalism: Past as Prologue began as a single volume being compiled by Ad Akande, a scholar from South Africa, who proposed it to me as co-author about two years ago. The original idea was to examine how the damaging roots of nationalism have been corroding political systems around the world, and creating dangerous obstacles for necessary international cooperation. Since I (Bruce E. Johansen) has written profusely about climate change (global warming, a.k.a. infrared forcing), I suggested a concerted effort in that direction. This is a worldwide existential threat that affects every living thing on Earth. It often compounds upon itself, so delays in reducing emissions of fossil fuels are shortening the amount of time remaining to eliminate the use of fossil fuels to preserve a livable planet. Nationalism often impedes solutions to this problem (among many others), as nations place their singular needs above the common good. Our initial proposal got around, and abstracts on many subjects arrived. Within a few weeks, we had enough good material for a 100,000-word book. The book then fattened to two moderate volumes and then to four two very hefty tomes. We tried several different titles as good submissions swelled. We also discovered that our best contributors were experts in their fields, which ranged the world. We settled on three stand-alone books:” 1/ nationalism and racial justice. Our first volume grew as the growth of Black Lives Matter following the brutal killing of George Floyd ignited protests over police brutality and other issues during 2020, following the police assassination of Floyd in Minneapolis. It is estimated that more people took part in protests of police brutality during the summer of 2020 than any other series of marches in United States history. This includes upheavals during the 1960s over racial issues and against the war in Southeast Asia (notably Vietnam). We choose a volume on racism because it is one of nationalism’s main motive forces. This volume provides a worldwide array of work on nationalism’s growth in various countries, usually by authors residing in them, or in the United States with ethnic ties to the nation being examined, often recent immigrants to the United States from them. Our roster of contributors comprises a small United Nations of insightful, well-written research and commentary from Indonesia, New Zealand, Australia, China, India, South Africa, France, Portugal, Estonia, Hungary, Russia, Poland, Kazakhstan, Georgia, and the United States. Volume 2 (this one) describes and analyzes nationalism, by country, around the world, except for the United States; and 3/material directly related to President Donald Trump, and the United States. The first volume is under consideration at the Texas A &amp; M University Press. The other two are under contract to Nova Science Publishers (which includes social sciences). These three volumes may be used individually or as a set. Environmental material is taken up in appropriate places in each of the three books. * * * * * What became the United States of America has been strongly nationalist since the English of present-day Massachusetts and Jamestown first hit North America’s eastern shores. The country propelled itself across North America with the self-serving ideology of “manifest destiny” for four centuries before Donald Trump came along. Anyone who believes that a Trumpian affection for deportation of “illegals” is a new thing ought to take a look at immigration and deportation statistics in Adam Goodman’s The Deportation Machine: America’s Long History of Deporting Immigrants (Princeton University Press, 2020). Between 1920 and 2018, the United States deported 56.3 million people, compared with 51.7 million who were granted legal immigration status during the same dates. Nearly nine of ten deportees were Mexican (Nolan, 2020, 83). This kind of nationalism, has become an assassin of democracy as well as an impediment to solving global problems. Paul Krugman wrote in the New York Times (2019:A-25): that “In their 2018 book, How Democracies Die, the political scientists Steven Levitsky and Daniel Ziblatt documented how this process has played out in many countries, from Vladimir Putin’s Russia, to Recep Erdogan’s Turkey, to Viktor Orban’s Hungary. Add to these India’s Narendra Modi, China’s Xi Jinping, and the United States’ Donald Trump, among others. Bit by bit, the guardrails of democracy have been torn down, as institutions meant to serve the public became tools of ruling parties and self-serving ideologies, weaponized to punish and intimidate opposition parties’ opponents. On paper, these countries are still democracies; in practice, they have become one-party regimes….And it’s happening here [the United States] as we speak. If you are not worried about the future of American democracy, you aren’t paying attention” (Krugmam, 2019, A-25). We are reminded continuously that the late Carl Sagan, one of our most insightful scientific public intellectuals, had an interesting theory about highly developed civilizations. Given the number of stars and planets that must exist in the vast reaches of the universe, he said, there must be other highly developed and organized forms of life. Distance may keep us from making physical contact, but Sagan said that another reason we may never be on speaking terms with another intelligent race is (judging from our own example) could be their penchant for destroying themselves in relatively short order after reaching technological complexity. This book’s chapters, introduction, and conclusion examine the worldwide rise of partisan nationalism and the damage it has wrought on the worldwide pursuit of solutions for issues requiring worldwide scope, such scientific co-operation public health and others, mixing analysis of both. We use both historical description and analysis. This analysis concludes with a description of why we must avoid the isolating nature of nationalism that isolates people and encourages separation if we are to deal with issues of world-wide concern, and to maintain a sustainable, survivable Earth, placing the dominant political movement of our time against the Earth’s existential crises. Our contributors, all experts in their fields, each have assumed responsibility for a country, or two if they are related. This work entwines themes of worldwide concern with the political growth of nationalism because leaders with such a worldview are disinclined to co-operate internationally at a time when nations must find ways to solve common problems, such as the climate crisis. Inability to cooperate at this stage may doom everyone, eventually, to an overheated, stormy future plagued by droughts and deluges portending shortages of food and other essential commodities, meanwhile destroying large coastal urban areas because of rising sea levels. Future historians may look back at our time and wonder why as well as how our world succumbed to isolating nationalism at a time when time was so short for cooperative intervention which is crucial for survival of a sustainable earth. Pride in language and culture is salubrious to individuals’ sense of history and identity. Excess nationalism that prevents international co-operation on harmful worldwide maladies is quite another. As Pope Francis has pointed out: For all of our connectivity due to expansion of social media, ability to communicate can breed contempt as well as mutual trust. “For all our hyper-connectivity,” said Francis, “We witnessed a fragmentation that made it more difficult to resolve problems that affect us all” (Horowitz, 2020, A-12). The pope’s encyclical, titled “Brothers All,” also said: “The forces of myopic, extremist, resentful, and aggressive nationalism are on the rise.” The pope’s document also advocates support for migrants, as well as resistance to nationalist and tribal populism. Francis broadened his critique to the role of market capitalism, as well as nationalism has failed the peoples of the world when they need co-operation and solidarity in the face of the world-wide corona virus pandemic. Humankind needs to unite into “a new sense of the human family [Fratelli Tutti, “Brothers All”], that rejects war at all costs” (Pope, 2020, 6-A). Our journey takes us first to Russia, with the able eye and honed expertise of Richard D. Anderson, Jr. who teaches as UCLA and publishes on the subject of his chapter: “Putin, Russian identity, and Russia’s conduct at home and abroad.” Readers should find Dr. Anderson’s analysis fascinating because Vladimir Putin, the singular leader of Russian foreign and domestic policy these days (and perhaps for the rest of his life, given how malleable Russia’s Constitution has become) may be a short man physically, but has high ambitions. One of these involves restoring the old Russian (and Soviet) empire, which would involve re-subjugating a number of nations that broke off as the old order dissolved about 30 years ago. President (shall we say czar?) Putin also has international ambitions, notably by destabilizing the United States, where election meddling has become a specialty. The sight of Putin and U.S. president Donald Trump, two very rich men (Putin $70-$200 billion; Trump $2.5 billion), nuzzling in friendship would probably set Thomas Jefferson and Vladimir Lenin spinning in their graves. The road of history can take some unanticipated twists and turns. Consider Poland, from which we have an expert native analysis in chapter 2, Bartosz Hlebowicz, who is a Polish anthropologist and journalist. His piece is titled “Lawless and Unjust: How to Quickly Make Your Own Country a Puppet State Run by a Group of Hoodlums – the Hopeless Case of Poland (2015–2020).” When I visited Poland to teach and lecture twice between 2006 and 2008, most people seemed to be walking on air induced by freedom to conduct their own affairs to an unusual degree for a state usually squeezed between nationalists in Germany and Russia. What did the Poles then do in a couple of decades? Read Hlebowicz’ chapter and decide. It certainly isn’t soft-bellied liberalism. In Chapter 3, with Bruce E. Johansen, we visit China’s western provinces, the lands of Tibet as well as the Uighurs and other Muslims in the Xinjiang region, who would most assuredly resent being characterized as being possessed by the Chinese of the Han to the east. As a student of Native American history, I had never before thought of the Tibetans and Uighurs as Native peoples struggling against the Independence-minded peoples of a land that is called an adjunct of China on most of our maps. The random act of sitting next to a young woman on an Air India flight out of Hyderabad, bound for New Delhi taught me that the Tibetans had something to share with the Lakota, the Iroquois, and hundreds of other Native American states and nations in North America. Active resistance to Chinese rule lasted into the mid-nineteenth century, and continues today in a subversive manner, even in song, as I learned in 2018 when I acted as a foreign adjudicator on a Ph.D. dissertation by a Tibetan student at the University of Madras (in what is now in a city called Chennai), in southwestern India on resistance in song during Tibet’s recent history. Tibet is one of very few places on Earth where a young dissident can get shot to death for singing a song that troubles China’s Quest for Lebensraum. The situation in Xinjiang region, where close to a million Muslims have been interned in “reeducation” camps surrounded with brick walls and barbed wire. They sing, too. Come with us and hear the music. Back to Europe now, in Chapter 4, to Portugal and Spain, we find a break in the general pattern of nationalism. Portugal has been more progressive governmentally than most. Spain varies from a liberal majority to military coups, a pattern which has been exported to Latin America. A situation such as this can make use of the term “populism” problematic, because general usage in our time usually ties the word into a right-wing connotative straightjacket. “Populism” can be used to describe progressive (left-wing) insurgencies as well. José Pinto, who is native to Portugal and also researches and writes in Spanish as well as English, in “Populism in Portugal and Spain: a Real Neighbourhood?” provides insight into these historical paradoxes. Hungary shares some historical inclinations with Poland (above). Both emerged from Soviet dominance in an air of developing freedom and multicultural diversity after the Berlin Wall fell and the Soviet Union collapsed. Then, gradually at first, right wing-forces began to tighten up, stripping structures supporting popular freedom, from the courts, mass media, and other institutions. In Chapter 5, Bernard Tamas, in “From Youth Movement to Right-Liberal Wing Authoritarianism: The Rise of Fidesz and the Decline of Hungarian Democracy” puts the renewed growth of political and social repression into a context of worldwide nationalism. Tamas, an associate professor of political science at Valdosta State University, has been a postdoctoral fellow at Harvard University and a Fulbright scholar at the Central European University in Budapest, Hungary. His books include From Dissident to Party Politics: The Struggle for Democracy in Post-Communist Hungary (2007). Bear in mind that not everyone shares Orbán’s vision of what will make this nation great, again. On graffiti-covered walls in Budapest, Runes (traditional Hungarian script) has been found that read “Orbán is a motherfucker” (Mikanowski, 2019, 58). Also in Europe, in Chapter 6, Professor Ronan Le Coadic, of the University of Rennes, Rennes, France, in “Is There a Revival of French Nationalism?” Stating this title in the form of a question is quite appropriate because France’s nationalistic shift has built and ebbed several times during the last few decades. For a time after 2000, it came close to assuming the role of a substantial minority, only to ebb after that. In 2017, the candidate of the National Front reached the second round of the French presidential election. This was the second time this nationalist party reached the second round of the presidential election in the history of the Fifth Republic. In 2002, however, Jean-Marie Le Pen had only obtained 17.79% of the votes, while fifteen years later his daughter, Marine Le Pen, almost doubled her father's record, reaching 33.90% of the votes cast. Moreover, in the 2019 European elections, re-named Rassemblement National obtained the largest number of votes of all French political formations and can therefore boast of being "the leading party in France.” The brutality of oppressive nationalism may be expressed in personal relationships, such as child abuse. While Indonesia and Aotearoa [the Maoris’ name for New Zealand] hold very different ranks in the United Nations Human Development Programme assessments, where Indonesia is classified as a medium development country and Aotearoa New Zealand as a very high development country. In Chapter 7, “Domestic Violence Against Women in Indonesia and Aotearoa New Zealand: Making Sense of Differences and Similarities” co-authors, in Chapter 8, Mandy Morgan and Dr. Elli N. Hayati, from New Zealand and Indonesia respectively, found that despite their socio-economic differences, one in three women in each country experience physical or sexual intimate partner violence over their lifetime. In this chapter ther authors aim to deepen understandings of domestic violence through discussion of the socio-economic and demographic characteristics of theit countries to address domestic violence alongside studies of women’s attitudes to gender norms and experiences of intimate partner violence. One of the most surprising and upsetting scholarly journeys that a North American student may take involves Adolf Hitler’s comments on oppression of American Indians and Blacks as he imagined the construction of the Nazi state, a genesis of nationalism that is all but unknown in the United States of America, traced in this volume (Chapter 8) by co-editor Johansen. Beginning in Mein Kampf, during the 1920s, Hitler explicitly used the westward expansion of the United States across North America as a model and justification for Nazi conquest and anticipated colonization by Germans of what the Nazis called the “wild East” – the Slavic nations of Poland, the Baltic states, Ukraine, and Russia, most of which were under control of the Soviet Union. The Volga River (in Russia) was styled by Hitler as the Germans’ Mississippi, and covered wagons were readied for the German “manifest destiny” of imprisoning, eradicating, and replacing peoples the Nazis deemed inferior, all with direct references to events in North America during the previous century. At the same time, with no sense of contradiction, the Nazis partook of a long-standing German romanticism of Native Americans. One of Goebbels’ less propitious schemes was to confer honorary Aryan status on Native American tribes, in the hope that they would rise up against their oppressors. U.S. racial attitudes were “evidence [to the Nazis] that America was evolving in the right direction, despite its specious rhetoric about equality.” Ming Xie, originally from Beijing, in the People’s Republic of China, in Chapter 9, “News Coverage and Public Perceptions of the Social Credit System in China,” writes that The State Council of China in 2014 announced “that a nationwide social credit system would be established” in China. “Under this system, individuals, private companies, social organizations, and governmental agencies are assigned a score which will be calculated based on their trustworthiness and daily actions such as transaction history, professional conduct, obedience to law, corruption, tax evasion, and academic plagiarism.” The “nationalism” in this case is that of the state over the individual. China has 1.4 billion people; this system takes their measure for the purpose of state control. Once fully operational, control will be more subtle. People who are subject to it, through modern technology (most often smart phones) will prompt many people to self-censor. Orwell, modernized, might write: “Your smart phone is watching you.” Ming Xie holds two Ph.Ds, one in Public Administration from University of Nebraska at Omaha and another in Cultural Anthropology from the Chinese Academy of Social Sciences, Beijing, where she also worked for more than 10 years at a national think tank in the same institution. While there she summarized news from non-Chinese sources for senior members of the Chinese Communist Party. Ming is presently an assistant professor at the Department of Political Science and Criminal Justice, West Texas A&amp;M University. In Chapter 10, analyzing native peoples and nationhood, Barbara Alice Mann, Professor of Honours at the University of Toledo, in “Divide, et Impera: The Self-Genocide Game” details ways in which European-American invaders deprive the conquered of their sense of nationhood as part of a subjugation system that amounts to genocide, rubbing out their languages and cultures -- and ultimately forcing the native peoples to assimilate on their own, for survival in a culture that is foreign to them. Mann is one of Native American Studies’ most acute critics of conquests’ contradictions, and an author who retrieves Native history with a powerful sense of voice and purpose, having authored roughly a dozen books and numerous book chapters, among many other works, who has traveled around the world lecturing and publishing on many subjects. Nalanda Roy and S. Mae Pedron in Chapter 11, “Understanding the Face of Humanity: The Rohingya Genocide.” describe one of the largest forced migrations in the history of the human race, the removal of 700,000 to 800,000 Muslims from Buddhist Myanmar to Bangladesh, which itself is already one of the most crowded and impoverished nations on Earth. With about 150 million people packed into an area the size of Nebraska and Iowa (population less than a tenth that of Bangladesh, a country that is losing land steadily to rising sea levels and erosion of the Ganges river delta. The Rohingyas’ refugee camp has been squeezed onto a gigantic, eroding, muddy slope that contains nearly no vegetation. However, Bangladesh is majority Muslim, so while the Rohingya may starve, they won’t be shot to death by marauding armies. Both authors of this exquisite (and excruciating) account teach at Georgia Southern University in Savannah, Georgia, Roy as an associate professor of International Studies and Asian politics, and Pedron as a graduate student; Roy originally hails from very eastern India, close to both Myanmar and Bangladesh, so he has special insight into the context of one of the most brutal genocides of our time, or any other. This is our case describing the problems that nationalism has and will pose for the sustainability of the Earth as our little blue-and-green orb becomes more crowded over time. The old ways, in which national arguments often end in devastating wars, are obsolete, given that the Earth and all the people, plants, and other animals that it sustains are faced with the existential threat of a climate crisis that within two centuries, more or less, will flood large parts of coastal cities, and endanger many species of plants and animals. To survive, we must listen to the Earth, and observe her travails, because they are increasingly our own.

In the spring semester of 2012 the author taught a new course in the graduate program in linguistics at a comprehensive state university in a large American metropolis: Language and Tourism. For the first time in at this university, a graduate course focusing solely on the analysis of tourism materials, e.g. official tourism websites, travel programs, brochures, etc., was offered as an elective to students who had taken a sociolinguistics course without such a narrow focus. Thirteen students pursuing their Master of Arts (MA) degrees – twelve in the MA Program in Linguistics and one in the MA Program in Teaching English as a Second Language (TESL) – enrolled in and successfully completed this course. This chapter, which provides an overview of a graduate level linguistics course in Language and Tourism based on the author's critical reflections on teaching (Brookfield, 2017), offers suggestions for how sociolinguistic concepts can be taught through the study of tourism and encourages more linguistic-based research in the instruction of tourism studies.

This chapter discusses a two-week pre-semester course in English academic language skills to improve learning outcomes of second and additional English language speaking students at a historically Black university in South Africa, a country that faces tremendous challenges with educational inequities. Prof. Venicia McGhie created and organized the program, and Dr. Denise C. Mussman taught the course content. This chapter reports on and discusses the challenges that cause many students to fail or dropout of higher education studies, the curriculum of the pilot course, assessment results, and written feedback from students on which lessons helped them most. The smaller class size, speaking activities, and explicit lessons on grammar and writing all contributed positively to the self-efficacy of the students.

The purpose of this chapter is to describe a collaboration process between a teacher education program and a university ESL program that attempts to increase teacher candidate exposure to English learners (ELs) with “third space” as a theoretical framework. In third spaces, the boundaries of teacher and student get blurred, and new ways of thinking about teaching and learning emerge. In the collaboration project that this chapter describes, the three teacher candidates regularly volunteered in the university ESL classes and taught mini-lessons to the ELs while taking a class on EL teaching. The qualitative analysis of the participants indicates that in the collaboration project, a university-based class and a field-based class were in sync by providing the teacher candidates with opportunities to immediately implement what they learned in a traditional class with the ELs. In this boundary blurriness, the teacher candidates became the owner of their own practitioner knowledge, rather than the borrower of the existing academic knowledge.

This study examines the effectiveness of scaffolding provided in a Content and Language Integrated Learning (CLIL) environment at the University of Urbino in Italy, as perceived by a group of students attending CLIL courses taught in English at the university. Data were gathered through an online post-course questionnaire that learners answered on a voluntary basis. Results show that, overall, students perceived the scaffolding that was provided as rather effective, although some shortcomings emerged.

The acceptance of English as the lingua franca of the academic world has triggered the flourishing of different approaches to promote the learning of English as a foreign language in higher education. Under the umbrella of supranational regulations (as in the case of Europe), the promise of linguistic gains runs parallel with the necessity to attract international students, to promote the international and institutional profile for the universities, and to enhance employability for graduates. At the university of Córdoba, studies or courses taught through a foreign language are part of a larger university policy, and the decisions were based on clear definition of content and language learning outcomes and human and material resources available. This chapter describes the implementation of bilingual programs at this university, offering a picture of the challenges and problems that emerged and of the initiatives that were adopted.

This chapter examines controversies in France and Italy that underscored the political tensions and legal consequences for universities moving toward English-taught courses and programs. Each case, in a distinct way, mined the depths of cultural pride and academic governance as universities came under pressure to promote internationalization through English. In France, the debate focused on a proposal to ease legislative restrictions on teaching in languages other than French in the nation’s universities. In Italy, it centered on a legal challenge to a plan adopted by the prestigious Polytechnic Institute in Milan to offer all graduate courses and programs in English. The chapter fleshes out the competing arguments on remaining competitive in the global economy versus preserving academic quality, national identity, and the national language. In doing so, it presents a diverse and interesting cast of stakeholders sparring over the role of English in academia and beyond.

This paper discusses how four faculty from the English BA program have responded to the crises faced during 2020 and beyond: the pandemic, the transition to online teaching, and the ongoing struggle for racial justice. First, Dr. Krauthamer provides an overview of the discussions held during our “Read and Meet” series of weekly, virtual conversations, including faculty from other programs and colleges, alumni, current students, and community members. With 24 sessions in 2020, this series resulted in a reading list of Black Lives Matter materials that we are using in our courses and the submission of a grant to the National Endowment of the Humanities. Dr. De presents how we can “understand and reconcile with some blind spots on conversations about identities and their intersections with the complexities of belonging in the 21st century.” In her words, she is concerned with “how can [one] facilitate a conversation on antiracism without also acknowledging the incompleteness of the ontology of race in the US.” Next, Dr. Turpin presents how she teaches by example, demonstrating how, in her words, “Black feminists are in a unique position to fight for a pedagogical practice that is socially progressive so that the next generation of academics will, indeed, come from the very classroom population from where we have taught.” Dr. Vilageliu-Diaz presents how these conversations can be extended to the community through her community writing project, “StoryTime,” a weekly program where children see and create their own stories. In her words, “There are many ways community-engaged writing and teaching can occur, and one of them is by collaborating with schools and supporting their diversity, equity, and inclusion efforts.”

Numerous learning management systems exist that support the process of e-learning all over the world. Japan is no exception and the University of Tsukuba in Japan employs manaba, a cloud-based collaborative learning system developed by the Internet service provider Asahi NET, Inc., which allows switching between English and Japanese interfaces. The University of Tsukuba is also the home of several undergraduate programs taught entirely in English, as part of the Global 30 Project. While all students in this program are international students, the vast majority of them are non-native English speakers. Our paper focuses on the impact of using a Japanese/English learning management system on the studying habits of non-native English speaking international students in Japan. We conducted an empirical study involving 30 international students and we collected data regarding the students' experience with the manaba learning management system. The subjects in our study, Global 30 social studies undergraduate students, come from more than 20 different countries, on 4 different continents, with only a small number originating from English-speaking countries. Based on a number of questionnaires, the aim of our study is to reveal the subjects' views with regard to manaba on aspects like: overall usefulness, difficulty of using one language interface or the other, level of interaction with the course instructor, usefulness of features like reminders, notifications etc. Furthermore, we intend to observe how different cultural backgrounds influence the way that learning management systems are approached by different students. Last but not least, we intend to analyze the extent to which the e-learning content is accessed using a mobile device as opposed to a personal computer. We believe that our paper can offer an interesting view on the cultural dimensions of using a learning management system in a Japanese heterogeneous academic group.

Critical social and organisational skills are increasingly becoming a desired quality in most of the service sector jobs in India. Personality development, self-improvement and public speaking are now marketed in urban India through several educational enterprises that charge an exorbitant amount of money from the customers. People from rural and marginalised backgrounds often lack the sophistication and confidence to compete with their privileged counterparts in urban India despite having technical and vocational skills. Digital Empowerment Foundation (DEF) initiated the program Going Online as Leaders (GOAL) —to connect urban volunteers with rural women online to provide them guidance and support in digital skills to bridge the information gap. Initially, the program connected four women from the rural indigenous community with 25 skilled urban women, the program is now expanded to— states. Data comparing the baseline and end-line survey of the program shows that the number of those who want to pursue higher education has doubled. Also, at 26 per cent, the largest number of mentees wanted to work towards establishing digital connectivity and engagement in their communities, a nine per cent increase from registration. Remarkably, there was a 44 per cent rise in mentees who want to do social work showing their aspiration to be the change-makers in their community. // The programme‘s provision of smartphones is a transformative experience for mentees. None of the mentees interviewed had owned a phone prior to GOAL, while their brothers and fathers did. Mentees described that interacting with mentors had enabled them to speak ‘my mind‘, ‘not be shy' and ‘dream big'. They started using WhatsApp, Facebook and YouTube to connect with the larger world. They browse the internet avidly for information, supplement studies, and learn crafts. They also download apps for English translations to karaoke singing. Music, films and serials are routinely sourced online. Mentors have taught them to use technology safely and responsibly. Mentors and trainers observe that the mentees’ ‘quality of conversations’ has improved sharply and that they have learnt to think about themselves’. The GOAL program was adopted by the Ministry of Tribal Affairs, Government of India and is now being replicated in several states. Using the GOAL program as an example, the presentation will demonstrate how digital technology, with planned programs can bridge the geographical inequalities in accessing education and acquiring skills.

A unique, three-part undergraduate gas turbine engine design project was developed to acquaint students, working in teams of two or three, with the process of engine cycle selection. The design application is a low-flying, Close Air Support (CAS) aircraft using a separate exhaust turbofan engine. Both spreadsheets and commercial software are used. The commercial software is included with the course textbook, “Elements of Gas Turbine Propulsion” by Dr Jack D. Mattingly. Using commercial software, reinforced by classroom lectures, allows the students to focus on the design decisions. The first part of the project is Mission Analysis which introduces the student teams to the design problem. A spreadsheet template is given to each student team that includes aircraft and mission profile specifications. The students must complete the spreadsheet and develop the relationships for lift, drag, thrust required, and fuel burn to calculate a useable fuel remaining at the end to the mission. The spreadsheet allows the students to obtain an average specific fuel consumption that results in 1500 lbm of fuel remaining at the end of the mission. This target value is used in the second part of the design process, on-design Parametric Cycle Analysis (PCA), as a basis for engine cycle selection. Parametric Cycle Analysis is accomplished using the program PARA.EXE. PARA.EXE generates a carpet plot of possible engine design choices by varying the compressor pressure ratio, bypass ratio, and fan pressure ratio. From these carpet plots the students must identify three possible engine cycles that meet the target value for specific fuel consumption found during the mission analysis. Tradeoffs between thrust and fuel consumption are discussed and the students are required to justify their choices for the engine cycle. The last part of the project is the off-design Engine Performance Analysis (EPA) using the program PERF.EXE. The chosen engines must fly the mission and meet the required performance and mission constraint. Based on the overall mission performance, the students narrow the field of three possible engine cycles to one. Each student team then does a sensitivity study to determine if there is an additional benefit for slight changes in the design choices. The result of this sensitivity study is the students’ final engine cycle. With this cycle, an additive drag calculation is made using the program DADD.EXE to account for losses (off-design) and these losses are then factored back into the performance spreadsheet to check the engine’s capabilities for completing the mission. The iterative nature of the design process is emphasized throughout but only one pass through the process is accomplished. Units are given in English Engineering, as that is what is required for the project. Both SI and English Engineering units are taught in the course.

German higher education institutions attract students from all over the word for degree mobility, especially after the Bologna reform has led to an increase in internationally-oriented, English-taught study programmes. With such programmes, universities serve the politically intended purpose of attracting highly qualified talent in the form of international graduates that might potentially stay for the German job market. But for the transition from studies to the work market to be successful, it is essential for international students to acquire social capital in the form of contacts to people from the host country. This paper firstly presents results of a study on the situation of students who come to study in international engineering programmes at the Ruhr-Universität Bochum in Germany, focusing on the unsatisfactory contact situation of international and German students revealed in the study. Secondly, measures of the project ELLI2 – Excellent Teaching and Learning in Engineering Sciences – are introduced that aim at improving this situation, fascilitating contact between German and international engineering students. The set-up of a tandem-programme is presented, as well as participation structure and evaluation results of the first two runs of this programm in 2017/18. In addition, an international student council network will be introduced.

The COVID-19 pandemic has caused disruption of education systems, from elementary and secondary schools to colleges and universi­ties. This situation also affects the education conditions at the Slovak Uni­versity of Agriculture in Nitra. Teaching process has been transferred from full-time to distance learning in virtual space. The main goal of the paper was to analyze how students of economics study programs mastered math­ematical topics in conditions of distance learning. Correlation coefficient and Mann-Whitney U test were used to identify relations and significance of differences between points obtained in preliminary written assignments as well as the overall study results. In both research groups, taught in Slo­vak and English, results showed strong correlations between the number of points in exam test and the total number of points. In the English taught group the second strong correlation was confirmed between the total num­ber of points and the points sum for all preliminary assignments

TThe aim of this paper is to offer an overview of how an EMI (English as a Medium of Instruction) programme was designed at the University of A Coruña (Spain) to implement courses taught in English by its teaching staff. The final goals of this initiative were twofold: to attract an increasing number of foreign students through mobility or as new admissions; and to promote internationalisation at home for both students and lecturers. Some of the steps taken in this process (from coaching to EMI) are explained as well as the principles on which a particular teaching methodology for non-native speakers of English is based. Content knowledge and a B2 level of English is presupposed, but a further level of teacher professionalism is aspired to, involving commitment, reflection, responsibility. A shift in focus, from teacher- to student-centred learning is required. Instructors should show their students how to learn and guide them along their learning paths. This implies a shift in the original mindset that is strongly rooted in particular teaching traditions. Communicative competence is also a key factor: knowing how to transmit and communicate is at least as important as the material content itself, and lecturers should be good communicators.

There is a clear dominance of English in the most cited research journals, as well as in English as lingua franca communication contexts in academia. This does not mean, however, that high quality university education does not continue to exist and flourish in other languages, including contexts with German, French or Spanish as lingua franca. The academic context selected for analysis in this paper is an internationally accredited German MBA programme in Romania, where the dominant medium of tuition is German, with only a few courses taught in English. Academic writing is, thus, mainly in German, and the Master dissertations have to be written in German. The main aims of this small scale study are to explore the features of this multilingual environment, in terms of both challenges and opportunities involved. We will look at the benefits of encouraging an internationalised quality agenda, which promotes the observance of academic requirements characteristic of anglophone and German Higher Education. Where do they meet? Are they always in harmony? What are the challenges for students (whose mother tongue is neither English nor German) of reading most of their research literature in English and writing their master dissertation in German? To answer these questions we have resorted to text based and corpus driven research, complemented by focus group discussions and interviews with students and teachers. The findings are meant to inform future curriculum developments, the 'research writing' module, and interdisciplinary cooperation with and among subject teachers, with a focus on enhancing the quality of student dissertation writing and their academic competences, in general.

[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: The main aim of the research is to examine the performance of second language English speaking students enrolled in the Business Statistics course and to investigate the academic performance of students when taught under the constructivist and non-constructivist approaches in a classroom environment. Background: There are different learning theories that are established based on how students learn. Each of these theories has its own benefits based on the different type of learners and context of the environment. The students in this research are new to the University environment and to a challenging technical course like Business Statistics. This research has been carried out to see the effectiveness of the constructivist approach in motivating and increasing the student engagement and their academic performance. Methodology: A total of 1373 students were involved in the quasi-experiment method using Stratified Sampling Method from the year 2015 until 2016. Contribution: To consider curriculum adjustments for first year programs and implications for teacher education. Findings: The t-test for unequal variances was used to understand the mean score. Results indicate students have high motivation level and achieve higher mean scores when they are taught using the constructivist teaching approach compared to the non-constructivist teaching approach. Recommendations for Practitioners : To consider the challenges faced by first year students and create a teaching approach that fits their needs. Recommendation for Researchers: To explore in depth other teaching approaches of the Business Statistics course in improving students’ academic performance. Impact on Society: The constructivist approach will enable learning to be enjoyable and students to be more confident. Future Research: The research will assist other lectures teaching Business Statistics in creating a more conducive environment to encourage second language English speaking students to overcome their shyness and be more engaged.

By setting the context of this studio and of this paper it will allow the readers to understand not only the situation in which the architecture educators and practitioners had over the course of the studio, but will also emphasize and clarify how a pedagogical construct was able to be developed out of situational problems that occur with the students and how that would further guide and enrich the city and urban design research the studio performed and how it can have the potential contributions to the academe and the practice of architecture. This design studio was a 10-week summer urban studio that was a continuation from a semester-long seminar course taught in Lima, Peru in a collaborative setting between students from different architecture, planning, and real state programs from Peruvian universities, upper-level architecture, urban design, and planning students from American, English, Spanish, and Australian universities, and in collaboration with the city of Lima.