Relevant bibliographies by topics / Junior high school English workbooks

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  2. Dissertations / Theses
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Academic literature on the topic 'Junior high school English workbooks'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "Junior high school English workbooks"

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Fauziati, Endang. "INTERFERENSI GRAMMATIKAL BAHASA INDONESIA DALAM BAHASA INGGRIS: KASUS PADA BUKU LKS BAHASA INGGRIS UNTUK SLTP DI SURAKARTA." Jurnal Penelitian Humaniora 17, no. 2 (2016): 96. http://dx.doi.org/10.23917/humaniora.v17i2.2502.

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The present study deals with Indonesian interference in English. It aims at giving a thick explanation about grammatical interference which especially exists inEnglish Workbooks for Junior High School students in Surakarta. The data consist of sentences containing interference taken from 10 English workbooks as data source. There were 185 sentences collected as data which were analyzed using error analysis framework and sociolinguistic perspective. The research findings show that there were seven types of grammatical interference: mismatching (62/33.51%), preposition(35/18.91%), superflous expression (27/14.59%), parallel construction (21/11.35%), passive (17/918%), conjunction (14/7.56%), and modifier and adverb (9/4.86%). Only one out of 10 workbooks, that is LKS Bahasa Inggris by MGMP, contained no language interference. The other 9 books contained language interference with the highest frequency occurred in LKS Bahasa Inggris RABEL (45/24.32%) and thelowest in LKS Bahasa Inggris Komunikasi Aktif (1/0.5%). The study also shows that the interference was due to two factors: the bilinguality of the book writers and the tendency of transferring old linguistic behavior in the new one (from Indonesian to English), which basically due to the writers’ constrains in English grammar.
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Kurniliawati, Umi Nur. "CLASSROOM TECHNIQUES USED IN THE TEACHING OF ENGLISH BASED ON CURRICULUM 2013: A NATURALISTIC STUDY AT STATE JUNIOR HIGH SCHOOL OF SAWIT 1 BOYOLALI." Jurnal Penelitian Humaniora 17, no. 1 (2016): 23. http://dx.doi.org/10.23917/humaniora.v17i1.2348.

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This study is carried out to describe classroom technique used in the teaching of English at State of Junior High School of Sawit 1 Boyolali. The kinds of this research is describtive qualitative research especially naturalistic study in analyzing the data. The method of collecting data in this research are observation, interview and document. The finding of the study shows that there are some classroom techniques implemented by English teachers at SMP Negeri 1 State of Junior High School of Sawit 1 Boyolali, drilling, grouping, individual task, listening to music, picture describing, presentation, question and answer, questioning, reading aloud, repetition, role play, and translation.The teachers have roles as facilitator, teacher as motivator, teacheras observer, teacher as manager, teacher as model, teacher as counselor, teacher as controller, and teacher as evaluator. The students have roles as members of group, as tutor of other learners, as negotiator, as subject, and as monitor and evaluator of their own learning progress. There are some materials used by English teachers, such as: textbook, workbook, dictionary, photocopy exercises, powerpoint on LCD, audio like song, and videos from youtube. The conclusion of this research is that English teachers at State of Junior High School of Sawit 1 Boyolali used various classroom techniques which can improve the students’ ability. Various techniques can make the students interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the results, apparently, classroom techniques used by the teachers have important role in the teaching-learning process.
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Gribbin, William. "Junior High/Middle School: Supplementing Punctuation Workbooks." English Journal 74, no. 8 (1985): 59. http://dx.doi.org/10.2307/816418.

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Kamarudin, Kamarudin, and Lume Lume. "Speech Acts Proficiency of Junior High School English Teachers." EDULANGUE 1, no. 1 (2018): 97–142. http://dx.doi.org/10.20414/edulangue.v1i1.199.

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Junior High School English teachers involved in this study taught English‘ speech acts at a Junior High School, where the materials taught include high level of spoken English. Thus, the English teachers need to be proficient in this particular skill. As professional educators, the teachers must have professionalcompetencies, particularly a good comprehension of the materials. Speech act constitutes spoken English, which is generally taught in Junior High School. Developing communication competence in English is the main purpose of English teaching in Junior High School. This descriptive qualitative research aims to describe a phenomenon: the ability of speech acts of Junior High School teachers. This knowledge comprises of several categories, namely the ability to define of speech acts, to identify speech acts conversations and to figure out speech act utterances. Drawing on the data garnered through the interviews, it was unveiled that most of the Junior High School English teachers could respond the given questions pertinent to speech acts. They could define the meaning of speech acts, identify the speech act conversations and figure out the speech act utterances. This study demonstrates that the proficiency level of the Junior High School English teachers is very good as they comprehend teaching materials and have good pedagogical skills.
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Saefurrohman, Saefurrohman, and Elvira S. Balinas. "English Teachers Classroom Assessment Practices." International Journal of Evaluation and Research in Education (IJERE) 5, no. 1 (2016): 82. http://dx.doi.org/10.11591/ijere.v5i1.4526.

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The new language assessment policies in the Philippines and in Indonesia have impact on English teachers’ assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high school English teachers’ classroom assessment practices in ELL classes.This study was conducted using a mix method design with 48 Filipino and Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Twelve respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that both Filipino and Indonesian junior high school English teachers used assessment for learning as the main purpose of assessment. The majority of Filipino Junior High school English teachers prepared and made their own assessment, while Indonesian junior high school English teachers used items from published textbooks as their primary sources for constructing assessment items. Both Filipino and Indonesian junior high school English teachers used written comments as their primary method for providing feedback. Total score test and a letter grade were the highest percentage methods for providing a final report for both Filipino and Indonesian junior high school English teachers.
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Andriani, Agis, Vani Dwi Yuniar, and Fuad Abdullah. "Teaching English Grammar in an Indonesian Junior High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 1046–56. http://dx.doi.org/10.35445/alishlah.v13i2.956.

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English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attempt for collecting the data, this study interviewed a participant in one of the junior high schools in Tasikmalaya, West Java, Indonesia. The data were analyzed using thematic analysis (Braun Clarke, 2006). The findings of this study revealed that the teacher use focus on forms and focus on form in teaching English grammar. Those focus on forms involve (1) Deductive English Teaching Grammar, (2) Score-Oriented English Language Learning Activities, and (3) Accuracy-Oriented English Language Learning Activities. Another approach is focus on form include (1) Task-Based Sentence Making and (2) Contextual Teaching of English Grammar. By knowing these teaching techniques, the teachers are expected to be able to implement those teaching techniques of teaching English grammar to junior high school students more effectively.
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Rahmawati, Amalia, Dewi Hartinah, and Faza Ilya. "English Achievement and Bullying In Junior High School Students." EDUVELOP 4, no. 2 (2021): 71–78. http://dx.doi.org/10.31605/eduvelop.v4i2.977.

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This is mixed method research with qualitative and quantitative data. The qualitative comes from correlation analysis, while the quantitave data comes from interview data. The population of this study is 230 students with 146 students as sample. They come from class VII SMP Muhammadiyah Kudus. This research was bivariate analysis with Spearmen Rank Test and the instruments were in-depth interview, questionnaires, the daily test scores in English. The result of quantitative data showed that there was a moderate correlation between bullying behavior and English achievement for junior high school students with p Value = 0.000 <α 0.05 and r value -0.470 with moderate strength and having negative relationship direction. The bullying affects the English achievement in term of motivation to study English. Based on qualitative data, the students become embarrassed and afraid when they speak and learn English. This condition happens because their friends and teacher mock them. It can be concluded that there is a correlation between bullying and English achievement for Junior High School.
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Manalo, Blademer, and Larry Ojales. "Career Development Program for Junior High School English Teachers." International Journal of Research in Engineering, Science and Management 3, no. 9 (2020): 8–12. http://dx.doi.org/10.47607/ijresm.2020.267.

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Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.
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Manalo, Blademer, and Larry Ojales. "Career Development Program for Junior High School English Teachers." International Journal of Research in Engineering, Science and Management 3, no. 9 (2020): 8–12. http://dx.doi.org/10.47607/ijresm.2020.270.

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Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.
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Manalo, Blademer, and Larry Ojales. "Career Development Program for Junior High School English Teachers." International Journal of Research in Engineering, Science and Management 3, no. 9 (2020): 8–12. http://dx.doi.org/10.47607/ijresm.2020.274.

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Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.
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Dissertations / Theses on the topic "Junior high school English workbooks"

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Larsson, Pernilla. "Characteristics of Junior High School Students’ : Writing in English." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-169433.

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The present paper focuses on the measuring of syntactic maturity in written production among Swedish high school students. One way of doing such an analysis is by studying the students’ use of subordinate clauses. Johansson & Geisler (2011) have shown that students’ increased use of subordination in the form of relative clauses, adverbial and nominal clauses is a reliable indicator of syntactic progression.   When analyzing the essays written by junior high school students, I found that the Subordinate Clause Index was a safe indicator when measuring linguistic complexity. The students’ abilities to lengthen clauses through the use of premodifiers was limited. Besides these tools of measuring syntactic maturity, I have studied how the students construct and coordinate clauses and sentences. I found the tendency among the students to treat dependent clauses as if they were independent, and a frequent use of coordinating conjunctions and commas to connect independent clauses.
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Kimber, Larry David. "Japanese junior high school students' attitudes toward English partial immersion." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479291.

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Zangmo, Zinpai. "Striking a balance, teaching junior high school English to children in Bhutan." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0003/MQ46283.pdf.

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Backwell, Benjamin Edward. "Applying cooperative learning lessons in a Japanese junior high school /." Click here to view full-text, 2006. http://sitcollection.cdmhost.com/u?/p4010coll3,292.

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Watt, Tsui-shan. "An evaluation of an "Accelerated English Program"." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963547.

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Hsu, Ya-Chiao, and 許雅喬. "EIL in Junior High School English Textbooks." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/44771317869932515341.

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碩士<br>國立中正大學<br>英語教學研究所<br>103<br>This study aims to investigate the concept of English as an international English (EIL) in Taiwan’s junior high school English textbooks in terms of how English is used in different situations. Three commonly used versions of textbooks (Kanshan, Nani and Hanlin) from grade seven to nine were examined to explore the nationality of main characters, contexts, types of English uses, and cultural content. Data were analyzed mainly based on Kachru’s (1985) three-circle model, which classifies regions where English is used as the native language as Inner Circle, places where English is spoken as a second language as Outer Circle, and areas where English is learned as a foreign language as Expanding Circle. The characters and contexts of language use were categorized as Taiwan or these three circles respectively. Moreover, the types of language use were analyzed by classifying English use as either an international or an intranational language. Finally, the cultural content was classified based on different cultural features presented in the textbooks. The results showed that the majority of the main characters in each textbook are Taiwanese along with two to three characters from Inner Circle countries. Most of the dialogues also occur in Taiwan, where English is used as an intranational language among Taiwanese or an international language between Taiwanese and foreigners, mainly Americans and other Asian people. Also, the cultural content is limited to Taiwan and Inner Circle cultures and tends to be knowledge-oriented. In other words, the junior high school English textbooks fail to demonstrate language uses in multilingual and multicultural contexts, especially contexts where communication occurs among non-native speakers of different nationalities, which is an increasingly recognized situation in this globalizing world. It can therefore be inferred that textbook writers seem to regard English as a language solely for native and non-native communications. Based on the results of this study, some pedagogical implications are suggested for teachers to incorporate an EIL approach in English language teaching. Key words: English as an international language (EIL), cultural content, three-circle model, English language teaching (ELT), junior high school English textbooks
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Juliet, Ching-i. Chen. "Reading Instruction in Junior High School: How do Junior High School English Teachers Instruct Reading?" 2002. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719123863.

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Chen, Juliet Ching-i., and 陳憬儀. "Reading Instruction in Junior High School: How do Junior High School English Teachers Instruct Reading?" Thesis, 2003. http://ndltd.ncl.edu.tw/handle/97912814362849770670.

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碩士<br>國立臺灣師範大學<br>英語研究所<br>91<br>ABSTRACT This empirical study is intended to investigate how junior high school English teachers instruct reading in their teaching of English. A questionnaire containing a variety of reading activities that might be applied in reading classes was developed in this study and distributed to all the 353 junior high school English teachers in Taichung City. There were thirty questions in the questionnaire which stood for bottom-up/text-based, top-down/reader-based, and interactive applications respectively to elicit the frequency of the adoption of each activity in reading classes. The results revealed that the majority of the subjects in this study were no longer merely traditional bottom-up/text-based teachers. Instead, they had dual or multiple orientations in their reading instructions. On the other hand, top-down/reader-based applications were still not very prevalent in reading classes. Factors that might affect the subjects’ application of their reading instructions were discussed, including the implementation of the Basic Competency Test, the publication of the new versions of textbooks, and the subjects’ demographic information--gender, years of teaching, the kind of school they taught at (public or private), educational background, and whether they had majored in English. Besides, based on these findings, some suggestions were made not only to junior high school English teachers, but also to institutions of teacher education, secondary school authorities, and textbook writers and publishers with the aim of achieving a more effective and efficient reading instruction in junior high school.
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Tsai, Ching-shun, and 蔡清順. "EFL Junior High School Students’ Learner Autonomy, English." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/63160933325595151890.

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碩士<br>國立彰化師範大學<br>英語學系<br>101<br>The current study aimed to explore the correlations between EFL junior high school students’ learner autonomy, English learning strategies, gender, and their academic achievement in English. A total of 453 seventh graders from a junior high school in central Taiwan participated in the current study. The questionnaire of learner autonomy was adapted from the Autonomy Level Questionnaire (Chang, 2007) and the Learner Autonomy Questionnaire (Deng, 2008). The Strategy Inventory for Language Learning questionnaire (SILL, EFL/ESL 7.0 version, Oxford, 1989) was utilized for data collection as well. English achievement was derived from calculations of scores of the three monthly English examinations during the first semester in 2012. The analysis of the study was computed by implementing the Statistical Package for Social Science (SPSS) 13.0 for Windows. Independent-sample t-test was employed to explore if there were gender differences in language learning, and Pearson product-moment correlations was performed to examine whether there were significant correlations between the three variables. In addition, the method of standard score, t-score, was utilized to manipulate students’ English scores. Major findings of the study are summarized as follows. First of all, metacognitive strategy was the most frequently preferred strategy. Secondly, students’ autonomous learning could facilitate their use of language learning strategies and academic achievement in English. Thirdly, gender differences were statistically significant in students’ autonomous learning, the use of language learning strategies. Besides, females outperformed males in their language learning achievement. Finally, students’ learner autonomy, English learning strategies, and academic achievement in English were closely correlated with one another, and they were reported medium to high levels. Based on the findings of the study, some pedagogical implications are provided. English teachers are recommended to help students realize the essence of the language learning strategies and concurrently, teach students to use them in language learning. Moreover, students may need assistance from their English teachers so as to incrementally develop more autonomous learning and language learning strategy use.
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Wang, Yun-Shan, and 王芸姍. "Gender Issues in Junior High School English Textbooks." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/13453323899525211701.

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碩士<br>國立中正大學<br>英語教學研究所<br>103<br>Abstract Gender Issues in EFL Junior High School English Textbooks By Yun-Shan Wang The present study aims to investigate if there is gender stereotype presented in junior high school English textbooks in Taiwan. Three series of textbooks were selected for analysis of gender issues, including Hanlin, Kangshan, and Nani, each consisting of six books from Book One to Book Six. Content analysis was adopted to analyze gender over-representation in textbook dialogues, sexist language, and occupational roles. Both quantitative and qualitative analyses were applied to yield more comprehensive results. Data were collected from areas including the amount of dialogues initiation, turns taken, and characters for male characters and female characters in junior high school English textbook dialogues for quantitative analyses. Also, the quantitative approach was further used to analyze the occupations for male characters and female characters in junior high school English textbooks. Moreover, sexist language presented in the three series of textbooks was identified. At the end, the qualitative analysis was further applied to analyze occupational roles for male characters and female characters. The results show that gender bias still exists in textbooks. As for textbook dialogues, the goal of equal learning opportunities still has room to be improved. Hanlin series and Nani series show over-representation on female characters while Kangshan series over-represents male characters. Regarding to the sexist language, the courtesy titles such as “Miss” and “Mrs.” and the use of suffix -man such as fisherman and businessman are still present in the three series of textbooks. In terms of gender roles, male characters have more diverse occupations than female characters. However, the occupational roles for male characters are not more prestigious than female characters. It is suggested that publishers should be made aware of the gender issues in junior high school English textbooks. In so doing, equal learning opportunities could be more likely to be guaranteed and gender-equality better achieved. Key words: Gender stereotype, gender equality
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Books on the topic "Junior high school English workbooks"

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Bobrow, Jerry. CliffsTestPrep California High School Exit Exam-English language arts. Wiley Pub., 2005.

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Alberta. Alberta Education. Language Services. ESL instruction in the junior high school: Curriculum guidelines and suggestions. Alberta Education, 1988.

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Zemelman, Steven. A community of writers: Teaching writing in the junior and senior high school. Heinemann, 1988.

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Angel in my attic: Devotions for junior high girls. Zondervan Pub. House, 1992.

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Carney, Mary Lou. Angel in my attic: Devotions for junior-high girls. Zondervan, 1988.

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Lai, Hsiu-Ping (Show-Ping). The effect of anxiety on English learning of junior high school students in Taiwan u. The Author], 2002.

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Chang, Hui-Chen. The use of four modes in English language teaching in junior high school in Taiwan. University of Birmingham, 1999.

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Education, Alberta Alberta. Junior high language arts: Recommended novels and non fiction, 1989. Alberta Education, 1989.

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Yuhua, Chen, ed. Ri chang Ying yu hui hua jin jie 110: Rhythmic training for English conversation : junior high school English reading book III. Jian xing wen hua shi ye you xian gong si, 2002.

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Cheng, Shiou-Chu Chen. Teaching, thinking and deciding: Exploring the teaching, thinking and deciding of junior high school English teachers in Kaohsiung, Tawain. University of Birmingham, 1998.

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Book chapters on the topic "Junior high school English workbooks"

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Kapnas, George, Stavroula Ntoa, George Margetis, Margherita Antona, and Constantine Stephanidis. "Seven Wonders: An Interactive Game for Learning English as a Foreign Language in Junior High-School." In Communications in Computer and Information Science. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-22095-1_100.

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Kang, Emily J. S., and Julie A. Bianchini. "Relationships Among Science Language, Concepts, and Processes: A Study of English Learners in Junior High School Science Classrooms." In Moving the Equity Agenda Forward. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4467-7_16.

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Lin, Yi-Tung, Yi-Chien Huang, I.-Ting Wang, and Kuei-Chih Chuang. "A Study on the Usability of Multimedia E-Books with Problem-Based Learning (PBL) Model in Junior High School Students’ English Classes." In Emerging Technologies for Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52836-6_22.

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Yuan, Yuan, Xiao Xie, and Yi-chuan Yuan. "A Study of Correlation Between Self-efficacy, Language Anxiety, Metacognitive Strategies and English Achievements of Achang Ethnic Minority Junior High School Students in the Trilingual Background." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-35095-6_36.

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Ambarini, G., and Ashadi. "Student perceptions of motivational strategies used by junior high school English teachers in Kota Yogyakarta." In Innovative Teaching and Learning Methods in Educational Systems. Routledge, 2019. http://dx.doi.org/10.1201/9780429289897-6.

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Zakiyah, Z., and Basikin. "The use of the Hello English application to improve junior high school students’ vocabulary and grammar mastery." In Teacher Education and Professional Development in Industry 4.0. CRC Press, 2020. http://dx.doi.org/10.1201/9781003035978-61.

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Prasetya, Darju. "Application of the "Intelligent Guessing" Method to Optimize the Ability to Read English of State Junior High School in Tuban, East Java, Indonesia." In Modern Perspectives in Language, Literature and Education Vol. 6. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/mplle/v6/2370f.

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Kamibeppu, Marybeth. "Leaving Room for Minority Culture." In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/3.

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This chapter is targeted at families raising bilingual and bicultural children in the Japanese school system. In it, I will discuss how one bicultural family approached fitting into Japanese school and society while still developing the minority-language mother’s culture and language. Since one family’s experience could be attributed to unique circumstances, to provide additional insights and perspectives eight other expatriate parents were interviewed either face-to-face (four parents) or via an online survey (four parents) to highlight some of the common strategies and experiences they used over time. For this study, the minority language is English as the international families all have an English first-language (L1) speaker or a bilingual (Japanese/English) parent. Each child in this paper has been educated primarily in Japanese public elementary, and public and private junior high and high schools. However, depending on the circumstance, some families have also chosen to embrace education outside the Japanese system. For some, this was a few weeks or months during elementary school, and for others it was for university or study abroad. For all the families who participated in my research for this chapter, education included an organized social and educational support group for raising bilingual children outside of school. Specifically, this chapter will explore the following: (1) how expatriate parents supported their own culture; (2) the importance of support from other families raising bilingual English/Japanese children while living in Japan; (3) what parts of these families’ experiences can enrich the lives of other bicultural families; and (4) how families can balance Japanese school clubs (bukatsu), supplementary education, school, and finances to support a family while still maintaining a minority language and culture.
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Collis, Rachel. "Thinking about obstetric anaesthesia." In Obstetric Anaesthesia. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780199688524.003.0001.

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The labour ward can be a stressful and demanding experience for all anaesthetists, junior and senior alike. Therefore, starting to working on a labour ward presents a number of new challenges to the novice obstetric anaesthetist, in an environment which many may not have spent any time visiting or working within since medical school. A helpful A–Z of survival is set out, where although no point is more important than the other, it is a useful tool to guide you through your first weeks or months. The chapter also offers resources to help with non-English speaking mothers and suggested advice of how to deal with difficult situations or behaviour. The principles of conducting audit, research and quality improvement work, which are an integral part of improving service delivery and facilitating efficient management of a high quality service, are also described.
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Addo, Alex Kortey. "History of Prison Education in Ghana." In Strategic Learning Ideologies in Prison Education Programs. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2909-5.ch008.

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The needs to discipline and train prisoners for work, has become a convention that all nations including Ghana have come to accept with a view to churning out productive ex-prisoners. Thus, the aim prison education programs in Ghana is to turn inmates into useful citizens and the purpose of vocational training is to equip prisoners with skills which they can utilize to make a living. Additionally, the purpose for setting up the Junior and Senior High Schools is to give a second chance to inmates who dropped out of school before they were incarcerated. Similarly, the functional literacy program was introduced to teach illiterate prisoners how to read and write English, Akan, Ga, and Ewe languages. The chapter also discusses the duration, enrollment, teachers and the challenges of the programs. In addition, the general education program focuses on the curriculum, examination, and class attendance. The themes covered provide information on how prisoners are prepared toward reintegration in Ghana.
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Conference papers on the topic "Junior high school English workbooks"

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Zhao, Hui Min. "Application of task-based approach in junior and high school English Teaching." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.81.

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Xu, Shuyan. "The Review of English Learning Strategy for Chinese Junior High School Students." In 2017 7th International Conference on Education, Management, Computer and Society (EMCS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/emcs-17.2017.310.

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Liu, Wan, and Jia Ruan. "The Designing of Junior High School Online English Listening Test in ITS." In 2016 International Conference on Computer Science and Electronic Technology. Atlantis Press, 2016. http://dx.doi.org/10.2991/cset-16.2016.66.

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Hartono, Rodi, Mukhaiyar, Rusdinal, and Azwar Ananda. "A Development of Storytelling in Teaching English Speaking at Junior High School." In 2nd International Conference Innovation in Education (ICoIE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.183.

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Mahmudah, Rifa’atul, and Havid Ardi. "The Use of Instagram Platform Toward Junior High School Students’ Speaking Ability." In 7th International Conference on English Language and Teaching (ICOELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.061.

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ZAIM, M., Mukhaiyar MUKHAIYAR, and Mentari SYAHRIATI. "The Need for Authentic Assessment for Speaking Skills at Junior High School." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.18.

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Willyarto, Mario Nugroho, David Werhoru, and Antonius A. Gea. "The Use of English in Learning Mathematics for Grade 7 Junior High School." In 2017 International Symposium on Educational Technology (ISET). IEEE, 2017. http://dx.doi.org/10.1109/iset.2017.48.

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Wang, Like, Yuan Sun, and Zhen Zhu. "Knowledge Points Extraction of Junior High School English Exercises Based on SVM Method." In the 2nd International Conference. ACM Press, 2018. http://dx.doi.org/10.1145/3241748.3241768.

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Mulyanti, Wida, and Pipit Prihartanti Soeharto. "Text Complexity in English Textbooks for Junior High School: A Systemic Functional Perspective." In Twelfth Conference on Applied Linguistics (CONAPLIN 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200406.044.

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Muhtarom and Hikmatul Masykuriyah. "Speaking Strategies Used By the Junior High School Students with Different Level of Speaking Ability." In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.018.

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Reports on the topic "Junior high school English workbooks"

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Lu, Vivian. The Socio-cultural Content Analysis of English as a Foreign Language Textbooks Used in Junior High School in Taiwan, Republic of China. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7047.

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