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Littérature scientifique sur le sujet « English education in Japan »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 11 février 2022

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Articles de revues sur le sujet "English education in Japan"

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

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Triana, Novita. « English Education at Elementary School in Japan ». PREMISE JOURNAL:ISSN online : 2442-482x, ISSN printed : 2089-3345 6, no 1 (11 mai 2017) : 20. http://dx.doi.org/10.24127/pj.v6i1.783.

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This paper aims to discuss the implementation of English education in elementary school in Japan. What challenges faced by the implementation of English education in elementary school. This paper reviewed some articles and book chapter regarding teaching English at elementary school in Indonesia and Japan, and the principles of teaching English to young learners (TYL). First, it provides an overview of the characteristics of young learners and challenges faced by teachers in the teaching English to young learners. Second, it will briefly describe the history of English education in Japan, followed by the discussion of the present implementation of English education at elementary schools. Finally, it relates the discussion of English education at elementary school to Indonesian context.Key Words; English Education, Elementary School, TYL
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Suzuki, Sakae. « Emerged challenges for English education in Japan ». Apples - Journal of Applied Language Studies 11, no 1 (1 avril 2017) : 5–11. http://dx.doi.org/10.17011/apples/urn.201702061368.

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Although Japanese students study English for 6 years as one of mandatory subjects in secondary school, they often demonstrate little success with it when they enter higher education. Many students come to university with emotional baggage, or negative thoughts on learning English. These negative functions may be associated with the beliefs that students develop before they come to university. These learner beliefs serve to determine the future behavior of students and hinder or enhance the learning process, thus, it may be effective to investigate the beliefs that limit student motivation and the characteristics of those negative beliefs. While many researchers still depend on the Beliefs about Language Learning Inventory (BALLI) (Horwitz, 1987) questionnaire to determine explicit beliefs, alternative approaches, particularly those designed to reveal implicit beliefs and emotions, can be helpful for understanding when and how it is appropriate for teachers to intervene in the promotion of learning. A new trend in belief studies uses visual outcomes such as drawings and photographs. Such visual accounts have rarely been used as research tolls in the study of language learning and teaching in Japan. In this note, the method of eliciting learners’ unconscious beliefs via drawings and interpretation of the drawings is discussed.
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Moross, Janelle, Naoko Seki et Ikuko Morio. « English education for healthcare professionals in Japan ». Japanese Dental Science Review 53, no 4 (novembre 2017) : 111–16. http://dx.doi.org/10.1016/j.jdsr.2017.01.001.

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FRIEDMAN, JEFFREY. « English education in the era of Meiji Japan ». World Englishes 35, no 1 (27 octobre 2015) : 3–17. http://dx.doi.org/10.1111/weng.12169.

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Thornton, Patricia, et Chris Houser. « Using mobile phones in English education in Japan ». Journal of Computer Assisted Learning 21, no 3 (31 mai 2005) : 217–28. http://dx.doi.org/10.1111/j.1365-2729.2005.00129.x.

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Weinmann, Michiko, Ryo Kanaizumi et Ruth Arber. « English language education reform in pre-2020 Olympic Japan : educator perspectives on pedagogical change ». International Journal of the Sociology of Language 2021, no 271 (1 septembre 2021) : 107–31. http://dx.doi.org/10.1515/ijsl-2020-0035.

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Abstract This paper reports on the perspectives of English language teachers and teacher educators on the most recent English language education policy and curriculum reform in Japan, implemented in preparation for hosting the 2020 Olympic and Paralympic Games in Tokyo. Previous research has comprehensively analysed how language ideologies based on national imaginaries, native-speakerism and deficit views of Japanese teachers’ pedagogy and practice continue to frame debates about English language education in Japan. Through select thematic episodes derived from the interview data with English language practitioners located in Japan, this paper brings into focus the views of English language educators who articulated insightful counter-positions to taken-for-granted understandings of effective English language use and teaching. The authors argue that in order to effect a paradigm shift in global English language education, in Japan and internationally, it is important to incorporate a critical examination of teacher perspectives that challenge and augment prevalent tropes about English language teaching and learning. The paper concludes with implications for addressing the policy-practice and theory-practice divides in English language education. It argues that a continued engagement with educator perspectives is an important space for bringing about a transformation of language ideologies and pedagogical change at the grass-roots level of the English language classroom.
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Honna, Nobuyuki, et Yuko Takeshita. « English Language Teaching in Japan ». RELC Journal 36, no 3 (décembre 2005) : 363–83. http://dx.doi.org/10.1177/0033688205060055.

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양용준. « The Survey on English Education in Japan and Korea ». Japanese Modern Association of Korea ll, no 53 (août 2016) : 133–50. http://dx.doi.org/10.16979/jmak..53.201608.133.

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Phadvibulya, Tavicha. « English Language Education in Japan : From Westernization to Globalization ». MANUSYA 7, no 3 (2004) : 41–59. http://dx.doi.org/10.1163/26659077-00703005.

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Japan is one of the most influential countries in the world's economy and politics. Although the country is perceived as being well-equipped technologically and having an industrious, highly literate, and energetic population, foreign language education, especially in English, has long been a critical issue. From the time of the Meiji Restoration (1868-1945), the Japanese have considered studying foreign languages to be tool to facilitate the Westernization of the country. It was also a key factor in Japan's recovery and rapid economic growth in the decades following the end of World War II (1945-1952). After the postwar period (1960s- present), however, foreign languages, previously seen as a one-way tool for absorbing Western civilization, became a tool for two-way communication where ideas are shared and exchanged. This has been due to the fact that, with the arrival of the 21st century, Japanese society is facing many more challenges as a result of changing cultural norms, advances in science and, most importantly, the progress of globalization in the economy and in society. Accordingly, in 2004, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) inaugurated a policy for the improvement of communication skills in English, viewing it as essential for the Japanese to acquire communication skills in English as a common international language in order to function in the 21st century. The series of reforms being introduced due to the changing needs of the country, including the efforts made, the outcomes gained and the quick expansion of foreign-language education, is worth keeping an eye on and, thus, constitutes the focal interest of this investigation.
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Thèses sur le sujet "English education in Japan"

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Yamaoka, Ryoko. « Changes in English language education in Japan / ». Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/5800.

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

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Kawai, Maho. « THE APPLICATION OF POLITENESS THEORY INTO ENGLISH EDUCATION IN JAPAN ». Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-102766.

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In Japan, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) revised the Course of Study in English education twice in the last decade (in 2002 and in 2011), and the drastic changes have been made especially in the section of communicative skills: introduction of English study in elementary school, teaching English in English in high school, requirement of the subject ‘Oral Communication I’ in high school, etc. The aim of the revisions is to produce international individuals, who have high English proficiency not only in input-skills but also in output-skills, especially in speaking (MEXT 2004: 90, MEXT 2011). Despite the revisions of the Course of Study, Japan is still ranked low in English proficiency not only among the developed countries but also among the Asian countries (Sakamoto 2012: 409; Sullivan and Schatz 2009: 586; Educational Testing Service 2012). Inputs on different cultures and languages take an important role in language learning especially in the modern society where students have high chances to encounter cross-cultural communication. The politeness strategy is one of those factors that the social actors must learn for the sound relationships with others. Each culture has its own politeness strategy; therefore, miscommunication is observed more often in intercultural conversations due to the various conceptualization of politeness in different cultures (Sifianou 1992: 216). That is, comprehending the diversity in politeness strategy seems to be a clue of smooth communication and better apprehension of different cultures in cross-culture conversations. The Course of Study for foreign languages and English language also refers to the significance of comprehending various cultures and languages (MEXT 2009); however, as previous studies represent the Japanese students studying abroad or the Japanese businessman in intercultural communications seem to lack the understanding of the western politeness strategy (cf. Fujio 2004, Nakane 2006). Besides, it is vague what ‘different cultures’ refers to in the Course of Study for English. Based on the attitudes of the Japanese students towards cross-cultural communication and ambiguous explanation on ‘cultural learning’ by the Course of the Study, I assume that one of the reasons why Japan cannot achieve the communication-focused curriculum might be attributed to the lack of politeness theory perspective in English learning. Taking differences in politeness strategies between the western societies and the Japanese ones into consideration, it seems to be unfeasible and insufficient to only increase the number of communicative lessons and compel students into speaking English. The differences in politeness strategy should be applied into English learning in order to boost the English proficiency of Japanese students and produce globalized students. The present paper focuses on the following two aspects of English learning in Japan in order to test the hypothesis: The Course of Study in English learning in Japan does not specify what is ‘cultural learning’, which triggers the lack of politeness perspective The lack of politeness learning obstruct Japanese students to successful crosscultural communication In the present paper, in order to observe the application of the politeness theory in English learning, firstly English textbooks used in Japan are analyzed in terms of the politeness theory by focusing on the following four aspects: silence, speech style, ambiguity, and hierarchical relationship. Previous studies have shown that extinctive differences between the western politeness and the Japanese politeness in communication are obviously revealed in those four points (cf. Fujio 2004; Kameda  2001; Nakane 2006). In addition to the analysis of the English textbooks, an interview on the correlation between English learning and politeness theory is conducted on international Japanese in order to observe how they acquire the western politeness strategy, how English learning at school functioned to learn the western politeness strategy, etc. (cf. see 3. for details). To contextualize this paper, the politeness theory and the previous studies on the relation between the Japanese politeness and crossculture communication will be presented first, and a brief overview of English education in Japan and tendencies in Japanese schooling will follow.
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Maher, John Christopher. « The role of English in medicine and medical education in Japan ». Thesis, University of Edinburgh, 1985. http://hdl.handle.net/1842/19975.

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Bailey, Arthur Allan. « Misunderstanding Japan : language, education, and cultural identity ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0017/NQ46313.pdf.

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Kikuchi, Yoshiyuki. « The English model of chemical education in Meiji Japan : transfer and acculturation ». Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434197.

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Friedman, Jeffrey. « 'Very excellent'| An historical approach to problems of state sponsored English education in Japan ». Thesis, New York University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599870.

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This research traces the historical development and foreign policy objectives of English language instruction in Japan as a state sponsored initiative. The primary objective of this work is to examine the role of English foreign language education over the past one hundred and forty years by comparing Meiji policy formation with post World War II occupation reforms in relation to the social, political, and intellectual objectives of changing Japanese approaches to internationalization. The widely held conceit among EFL scholars and historians that classroom methodology (and the entrance exam system it subsumes) is at fault for the poor state of Japanese communicative English, ignores the internationalization objectives historically central to national language education policy in Japan. Universal English education for widespread international communication was never an objective of education policy, but was the fabricated assumption of a chauvinistic West, perpetuated by conservative elements in the Japanese government to improve Japan's international standing. The anti-democratic Japanese Ministry of Education embraced the 'western methods with eastern philosophy' approach to internationalization established during the nineteenth century, rejecting English education policy for widespread oral fluency. The liberal-democratic perspectives attendant to the culture of English speaking peoples threatened the Confucian hierarchical structure of Japanese society. In order to resist western homogenizing forces, but still advance domestic interests in an interdependent world, it was necessary to sustain English-speaking elites to negotiate foreign pressures. As a consequence English education has served as the gatekeeper of a strictly meritocratic national education system designed to proliferate a minority of talent for modernization, administering the organs of government, and preserving Japanese identity against foreign cultural contamination.

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Yamada, Hiroshi. « Developing 21st century skills in language teaching : A focus on English education in Japan ». Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/263736.

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京都大学
新制・課程博士
博士(人間・環境学)
甲第23275号
人博第990号
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 金丸 敏幸, 教授 桂山 康司, 准教授 笹尾 洋介, 教授 田地野 彰
学位規則第4条第1項該当
Doctor of Human and Environmental Studies
Kyoto University
DGAM
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Seki, Taeko. « Attitudes to and motivation for learning English in Japan ». Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/60.

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The aim of this research is to determine Japanese first-year university students’ attitudes to and motivation for learning English. A successful English-language education system is crucial for Japan, under great pressure to internationalise during her most prolonged recession ever. To help make the education system successful, knowledge of learners’ attitudes and motivation is essential. Chapter 1 discusses Japan as a stage for English-language education. Japan is identified as uniquely homogenous and insular. Internationalisation of industry and a drop in the college-age population forcing universities to compete for students are identified as recent phenomena driving reform in the English-language education system. Chapter 2 describes the roughly 130-year history of Japanese English-language education from first contact to the present day. Changes in the English-language education policies of successive Japanese governments are discussed through examination of the Ministry of Education ‘Course of Study’ guidelines. Chapter 3 surveys the theoretical literature on attitudes and motivation in foreign and second language learning. Significant and relevant empirical research from Japan and other countries is reviewed. Chapter 4 determines an approach to the main research question through a number of subsidiary questions, using the theoretical framework from Chapter 3. A detailed research design (methods, schedule, and data collection procedures) is drawn up and discussed. Chapter 5 presents and analyses the findings of the two questionnaires which form the main data collection method. The computer program SPSS is used in analysis. Chapter 6 presents and analyses the findings of the two group interviews and two individual interviews by categorising and descriptive explanation. Chapter 7, the final chapter, reviews the research process and answers the subsidiary and main research questions. Key themes are that Japanese students are highly motivated to learn English for communication, and that the English classes currently offered at universities do not meet the demands of Japanese students. These answers and themes are used as the basis for some recommendations for English-language education in Japan.
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Fujita, Kyoko. « Roles of native and non-native teachers in English education in Japan : teachers' and students' perceptions ». Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98923.

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This study explores issues related to native and non-native English speaking teachers in the context of Japanese English education, specifically in public junior high school settings in relatively rural areas of Japan. The study mainly asks Japanese teachers of English, assistant language teachers employed in the Japan Exchange and Teaching Programme, and students about their perceptions of the roles of native and non-native teachers in their English classrooms. These stakeholders seem to have preconceived assumptions about the roles of native and non-native teachers. These include native teachers as opportunity providers and motivators and non-native teachers as facilitators. These fixed roles in the stakeholders' perceptions of the roles of native and non-native teachers may prevent them from expanding their possibilities and may reinforce the existing distinction between native and non-native speakers. Implications for policy makers and stakeholders include the need to adopt a perspective of English as an international language into the goals of Japanese English education to value collaborative teaching and reconceptualize the roles of Japanese English teachers and assistant language teachers in classrooms.
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Livres sur le sujet "English education in Japan"

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Nakata, Yasuyuki. Language acquisition and English education in Japan : A sociolinguistic approach. Kyōto-shi : Kōyō Shobō, 1990.

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Stevenson, Michael I. Education in Japan : A bibliography of materials in English since 1973. Monticello, Ill., USA : Vance Bibliographies, 1987.

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Aspinall, Robert W. International education policy in Japan in an age of globalisation and risk. Leiden : Global Oriental, 2013.

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Garant, Mikel Del. Intercultural teaching and learning : English as a foreign language education in Finland and Japan. Jyväskylä : University of Jyväskylä, 1997.

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McGuire, Steven Paul. An application of cooperative learning to teaching English as a foreign language in Japan. [Minneapolis, Minn.] : University of Minnesota, 1992.

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Diffusion of innovations in English language teaching : The ELEC effort in Japan, 1956-1968. New York : Greenwood Press, 1989.

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Japan-U, S. Conference on Libraries and Information Science in Higher Education (4th 1988 Racine Wis ). Strengthening the U.S.-Japan library partnership in the global information flow : Fourth U.S.-Japan Conference on Libraries and Information Science in Higher Education, 3-6 October 1988, Racine, Wisconsin : papers by participants, English. [S.l : s.n., 1988.

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Moore, George. Translate or communicate ? : English as a foreign language in Japanese high schools. Commack, N.Y : Nova Science Publishers, 1996.

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Tokutake, Yasushi. Education in Japan. 2e éd. Tokyo : Foreign Press Center,Japan, 1995.

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Tokutake, Yasushi. Education in Japan. 2e éd. Tokyo : Foreign Press Center, Japan, 1995.

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Chapitres de livres sur le sujet "English education in Japan"

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Rosenkjar, Patrick. « An Internship in Communicative English Teaching ». Dans Foreign Language Education in Japan, 147–66. Rotterdam : SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-325-4_10.

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Simpson, William. « A Political Economy of English in Japan : The Consumption of English as Investment and Leisure ». Dans Education and Mobilities, 251–61. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-9031-9_14.

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Hino, Nobuyuki. « ELF Education for the Japanese Context ». Dans English as a Lingua Franca in Japan, 27–45. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-33288-4_2.

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Toh, Glenn. « English in Japan : Convergence in Mythologies and Chimeras ». Dans English as Medium of Instruction in Japanese Higher Education, 127–54. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39705-4_8.

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Inoue, Naoko, et Vivienne Anderson. « English language teaching as a pathway to university employment for native English-speaking migrants to Japan ». Dans Migration, Education and Translation, 105–16. New York : Routledge, 2019. | : Routledge, 2019. http://dx.doi.org/10.4324/9780429291159-8.

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Glasgow, Gregory Paul, et Daniel Leigh Paller. « English Language Education Policy in Japan : At a Crossroads ». Dans Language Policy, 153–80. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22464-0_7.

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Underwood, Paul R., et Gregory Paul Glasgow. « English language policy in Japan and the Ministry of Education (MEXT) ». Dans Teaching English at Japanese Universities, 150–56. London ; New York, NY : Routledge, 2019. : Routledge, 2018. http://dx.doi.org/10.4324/9781315147239-17.

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Koike, Shigeru. « The Education of George Gissing ». Dans English Criticism in Japan : Essays by Younger Japanese Scholars on English and American Literature, 233–58. Princeton : Princeton University Press, 2015. http://dx.doi.org/10.1515/9781400870356-016.

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Oda, Masaki. « Behind the Sand Castle : Implementing English Language Teaching Policies in Japan ». Dans Springer International Handbooks of Education, 1–21. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-58542-0_4-1.

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Pigott, Julian. « English-as-Panacea : Untangling Ideology from Experience in Compulsory English Education in Japan ». Dans Resistance to the Known, 216–34. London : Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137345196_10.

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Actes de conférences sur le sujet "English education in Japan"

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Rees, Nerys. « THE TEACHER IN THE ENGLISH MEDIUM INSTRUCTION CLASSROOM IN JAPAN ». Dans 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0469.

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Kanazawa, Naoshi. « EFFECTIVE BREAKTHROUGH IN READING MATERIAL FOR TEACHING ENGLISH IN JAPAN ». Dans 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1148.

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Honda, Hiroshi. « Conquering Language Barriers and Cultural Gaps Between Japan and the West and Role of International Education : Lessons Learned From the Author’s Cases as International Student, Engineer and Energy Economist ». Dans ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-66210.

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The subject of paper discusses the author’s experiences as a graduate student at the Pennsylvania State University and in the United States, and international professional experiences thereafter, including the activities for the United Nations (UN), International Energy Agency (IEA), Asia Pacific Economic Cooperation (APEC) Energy Working Group, and ASME International. The international professional experiences involved energy economics, the environment and engineering issues, and teaching of industry, business, economy, energy, the environment and engineering focused courses and lectures, in English and Japanese, at universities and Institute for the International Education of Students (IES), among others. The author’s educational background in Japan is also introduced to describe the cultural differences and language barrier between Japan and the West, which the author has encountered for the past sixty years, to substantiate an academic report that it takes seven times as much time for a Japanese to become proficient in English as for a Spanish to reach the same level in English proficiency. The synergetic/collaborative approaches for the international education of both Japanese and international students, is also discussed, based on lessons learned from the author’s experiences.
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Orii, Mamiko, et Kyoko Oga. « AN ICT-SUPPORTED PRONUNCIATION TRAINING COURSE FOR PRE-SERVICE ENGLISH TEACHERS IN JAPAN ». Dans 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0548.

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Meng, Yufeng. « A Comparative Study of Sino-Japan English Teaching : Reflections and Enlightenment ». Dans Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Paris, France : Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshe-19.2019.115.

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Brasier, Anne, Yuka Hidaka et Nikolay Gyulemetov. « USING A LANGUAGE LOUNGE TO IMPROVE MOTIVATION IN UNIVERSITY ENGLISH CLASSES (IN JAPAN) ». Dans 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1366.

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« Participants’ Perceptions on English Teacher Professional Program In Developing Teachers’ Competence towards National Education Standards of Indonesia and ASEAN Economic Community ». Dans April 18-19, 2017 Kyoto (Japan). DiRPUB, 2017. http://dx.doi.org/10.15242/dirpub.ea0417046.

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Roy, Debopriyo. « Promoting Globalization with Multimedia-based Blended Learning Content in an English Language Classroom in Japan ». Dans ICEMT 2018 : 2018 2nd International Conference on Education and Multimedia Technology. New York, NY, USA : ACM, 2018. http://dx.doi.org/10.1145/3206129.3239432.

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Cowie, Neil, et Keiko Sakui. « Making engaging online videos : What can higher education teachers learn from YouTubers ? » Dans ASCILITE 2020 : ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0105.

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Videos are an indispensable part of most online courses and are a key device for teachers to develop a personal link with their learners. There are a number of technical principles which can guide teachers to make videos that will best enhance learning and engagement. However, not many teachers have expertise in creating videos and it is not always clear how students perceive the educational value of such videos. In this preliminary study, the authors, who are both English as a Foreign Language teachers at university in Japan, shared clips from popular YouTube language teachers with student participants in order to find out what features of the videos were most appealing. Results show a number of principles to follow especially concerning voice speed, clarity and friendliness. But above all teachers need to show an authenticity and passion about their subject.
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Todaka, Yuichi. « English communication skills for prospective English teachers in Japan ». Dans 3rd Tutorial and Research Workshop on Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2010/03/0048/000168.

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Rapports d'organisations sur le sujet "English education in Japan"

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

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

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

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

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Katayama, Akemi. Correction of Classroom Oral Errors : Preferences among University Students of English in Japan. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.7155.

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Larson, Carrie. Bilingual Teachers' Experiences : Being English Learners, Becoming Teachers, and Bilingual Education. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.6309.

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

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Asakura, Naomi. Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan. Portland State University Library, janvier 2000. http://dx.doi.org/10.15760/etd.2516.

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Braslavskaya, Elena, et Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, juin 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Chin, Aimee, N. Meltem Daysal et Scott Imberman. Impact of Bilingual Education Programs on Limited English Proficient Students and Their Peers : Regression Discontinuity Evidence from Texas. Cambridge, MA : National Bureau of Economic Research, juin 2012. http://dx.doi.org/10.3386/w18197.

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