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Статті в журналах з теми "Language education reform"

Автор: Grafiati

Опубліковано: 7 червня 2025

Оновлено: 2 серпня 2025

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1

Hussan Sahib, Farah, and Mahani Stapa. "A Review of the Issues and Challenges to the English Language Reform at Malaysian Primary Education." Malaysian Journal of ELT Research 19, no. 1 (2022): 16–33. http://dx.doi.org/10.52696/rlzu4912.

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This paper examines the scenery of English language curriculum reform in the Malaysian primary education system. It starts by unveiling the status of English language since Malaysia achieved its independence from the British colony. It provides an overall representation of the alternate government decision positioning English language in the Malaysian education system. It then reviews the initiatives and realities of each English language curriculum reform. In particular, the Integrated Curriculum for Primary School (ICPS) which was launched in 1982, the New Primary School Standards-Based Curr

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2

Dowson, Chris, Peter Bodycott, Allan Walker, and David Coniam. "Education Reform in Hong Kong." education policy analysis archives 8 (May 20, 2000): 24. http://dx.doi.org/10.14507/epaa.v8n24.2000.

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Since the early 1990s, the pace of educational reform in Hong Kong has accelerated and broadened to incorporate almost all areas of schooling. The reforms introduced during this period can be subsumed under what has generally been labelled the quality movement. In this paper, we review and comment on a number of policy reform initiatives in the four areas of "Quality Education," English Language Benchmarking, Initial Teacher Training and the Integration of Pupils with Special Needs into Ordinary Classrooms. Following a brief description of each policy initiative, the reforms are discussed in t

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3

Dowson, Chris. "Continuing Education Reform in Hong Kong." education policy analysis archives 11 (February 6, 2003): 5. http://dx.doi.org/10.14507/epaa.v11n5.2003.

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Following initiations in educational reform that began in the 1990s, Hong Kong continues to experience considerable pressure for educational reform. On the surface many of these initiatives parallel reform policies/movements in Asia and indeed, globally. The success of any reform is dependent on how it is contextualised prior to and at implementation. In this article, an exploration is made into how reforms in four particular sareas, namely: professional development of principals, higher education, English language standards, and inclusion of students with learning difficulties have been conce

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4

Zverev, Kirill A. "LATVIAN POLICY REGARDING RUSSIAN-LANGUAGE EDUCATION." RSUH/RGGU Bulletin. Series Political Sciences. History. International Relations, no. 3 (2021): 134–46. http://dx.doi.org/10.28995/2073-6339-2021-3-134-146.

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The article considers the development of Russian-language school education in independent Latvia from 1992 to 2020, as well as the process of reforming the system by official authorities. At the time of declaration of indepen- dence and withdrawal from the USSR, a bilingual education system which was formed in Latvia, made it possible to get education at all levels (from kindergarten to technical school and university) in both Latvian and Russian languages. The rise to power in the 1990s of nationalist politicians and the perception of the Soviet period as a period of “occupation”, made it imp

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5

Datnow, Amanda, Geoffrey D. Borman, Sam Stringfield, Laura T. Overman, and Marisa Castellano. "Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study." Educational Evaluation and Policy Analysis 25, no. 2 (2003): 143–70. http://dx.doi.org/10.3102/01623737025002143.

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This article presents findings from a 4-year study of 13 culturally and linguistically diverse elementary schools implementing comprehensive school reform (CSR) models. The study focused on: (a) the actions at the state and district levels that facilitated or inhibited reform implementation; (b) the adaptability of the various reforms in multicultural, multilingual contexts; and (c) the student achievement outcomes associated with reform, for schools as a whole and for language minority students in particular. Some schools implemented reforms and bilingual education programs in mutually suppor

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6

Prof., Assoc. Dr. Jonida Bushi, and Assoc. Dr. Ledi Neçaj Prof. "Curriculum Development and the Challenges of Foreign Language Teachers in Pre-University Education in Albania." International Journal of Current Science Research and Review 07, no. 12 (2024): 9327–32. https://doi.org/10.5281/zenodo.14574919.

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Abstract : The importance of learning foreign languages has reached new dimensions in today’s globalized world. Foreign language skills have become a fundamental requirement for successful international communication and interaction. Europe, as part of these global developments, aims to establish itself as a unified economic, cultural, and linguistic entity. Therefore, a united Europe places significant emphasis on promoting foreign language education, based on new pedagogical principles and the best global and European practices, implemented through various reform projects. The goal is

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7

M. Jum’ah Alaso, Dr Salih. "REFORMS IN EDUCATION SYSTEM IN NIGERIA AND PLACE OF ARABIC STUDIES." International Journal for Humanities & Social Sciences (IJHS), no. 1 (June 30, 2022): 15–19. http://dx.doi.org/10.69792/ijhs.22.1.3.

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’Reform in education’’ is the center point of this paper it discusses the literal and technical concept of the word “REFORM” in relation to education. It went memory lane on the reforms in education in Nigeria since pre-colonial era till the present time. Historically, Arabic was the first official medium of communication and lingual-fracas during the Sokoto Caliphate (1804-1903) and later suffered a neglect and unjust treatment due to different reforms in the education sector in the country during the colonial era and even after the independence. The paper aims at studying how these reforms a

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8

Dudley-Marling, Curt, and Sharon Murphy. "Changing the Way We Think about Language Arts." Language Arts 78, no. 6 (2001): 574–78. http://dx.doi.org/10.58680/la2001201.

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In their final issue, the editors review three versions of educational reform: the professionalization of teachers; over-regulation of teachers’ work; and the deregulation of schooling, arguing that over-regulation and deregulation work together as part of a larger market-oriented strategy for reform that seeks to limit the professional autonomy of classroom teachers. Finally, they speculate on how language arts educators might best resist destructive, market-oriented reforms of education.

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9

Hien, Duong Thi Thu, Vu Thi Huyen Trang, and Le Huu Thang. "Scientific Management in Language Education: A Case Study of the School of Foreign Languages at Thai Nguyen University." Social Science and Humanities Journal 9, no. 06 (2025): 8142–49. https://doi.org/10.18535/sshj.v9i06.1887.

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This study explores the implementation and perception of scientific management practices at the School of Foreign Languages (SFL), Thai Nguyen University, within the broader context of Vietnamese higher education reform. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis involving faculty members, department heads, and administrators. Thematic analysis revealed five core areas of reform: strategic planning, standardization, performance measurement, faculty perceptions, and implementation challenges. Findings show that while scie

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Arslan, Gizem. "AN OVERVIEW OF THE EUROPEAN PROFILE FOR LANGUAGE TEACHER EDUCATION ON THE LANGUAGE TEACHER EDUCATION REFORMS IN TURKEY." Near East University Online Journal of Education 3, no. 1 (2020): 37–45. http://dx.doi.org/10.32955/neuje.v3i1.181.

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English language is now the most commonly used lingua franca all over the world and has become an international language. Consequently, learning English is an important objective in the education system in every country as well as the EU member countries. This status of English language results in some fundamental changes in the foreign language education and foreign language teacher education policies of almost every country globally. This paper addresses the question whether the European Profile for language teacher education affects the foreign language teacher education policies and reform

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11

Bahodirovna, Akhmedova Mehrinigor, Tashova Zubayda, Sharipova Parvina, and Jumayeva Sabina. "Charting the Path: Assessing Uzbek Language Alphabet Reforms and Their Sociolinguistic Impact." Comparative Linguistics, Translation, and Literary Studies 1, no. 2 (2024): 87–94. https://doi.org/10.70036/cltls.v1i2.14.

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This article delves into the recent reforms in the Uzbek language alphabet, analyzing the motivations, methods, and outcomes. The study explores the advantages and disadvantages of the changes, considering technical challenges faced by different generations in reading and writing. It evaluates the role of the alphabet in society and education, highlighting divergent perspectives among linguists. While some argue that these reforms risk eroding cultural heritage, others view them as crucial for linguistic clarity and international integration. The results offer a balanced analysis, aiming to de

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12

De La Luz Reyes, María, and Pamela A. McCollum. "Language, Literacy, and Educational Reform." Education and Urban Society 24, no. 2 (1992): 171–77. http://dx.doi.org/10.1177/0013124592024002001.

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Usma, Jaime. "Globalization and Language and Education Reform in Colombia: A Critical Outlook." Íkala, Revista de Lenguaje y Cultura 14, no. 2 (2009): 19–42. http://dx.doi.org/10.17533/udea.ikala.2200.

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This paper explores the connection between economic, political, and cultural globalization processes and recent education and language reforms in Colombia. Throughout the article, the author attempts to demonstrate that current education and language policies in Colombia are tightly connected to transnational agendas and models of reform that do not necessarily represent a real benefit for the majority of the population, but, instead, may render privileges for a few. With this analysis, the author insists on the need for an equitable plan for the improvement of language teaching and learning i

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14

Du, Hao Cui, and Jian De Fan. "Research of Education Reform in C Programming Language." Advanced Materials Research 926-930 (May 2014): 4553–56. http://dx.doi.org/10.4028/www.scientific.net/amr.926-930.4553.

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C Language Programming is one of the main courses for computer science majors’ students. As the first programming language, it is difficult to learn and teach for both of students and teachers. In our traditional teaching methods, we had to introducing statements and syntaxes, in addition to some simple examples. However, this method showed the lack of logic system training in the programming approach and the students taught by this mode were not so competent for handling problems occurring in programming. Therefore, the teaching method of C Language programming needs reforming. After years of

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15

Yinger, Robert J., and Martha S. Hendricks-Lee. "The Language of Standards and Teacher Education Reform." Educational Policy 14, no. 1 (2000): 94–106. http://dx.doi.org/10.1177/0895904800014001008.

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16

Menken, Kate, Thom Hudson, and Constant Leung. "Symposium: Language Assessment in Standards-Based Education Reform." TESOL Quarterly 48, no. 3 (2014): 586–614. http://dx.doi.org/10.1002/tesq.180.

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Lin, Ziyi. "My Views on International Chinese Language Education Reform." BCP Education & Psychology 10 (August 16, 2023): 189–92. http://dx.doi.org/10.54691/bcpep.v10i.5223.

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Since the 19th Party Congress, our Party has established the strategic height of developing socialism with Chinese characteristics and made a major deployment of giving priority to the development of education, accelerating the modernization of education and building a strong education country. This fully puts the status and key role of education in the process of the development of the whole national cause. The General Secretary pointed out that it is necessary to promote international communication capacity building, tell the Chinese story, spread the Chinese voice, and show the world a real

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18

Xu, Fang, and Danyun Lu. "Research on Foreign Language Teaching in Higher Education Institutions in the Information Era." Education Reform and Development 7, no. 3 (2025): 27–32. https://doi.org/10.26689/erd.v7i3.10019.

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With the deepening of the new curriculum reform, education informatization has become an important reform direction of higher education. In this context, information technology has been widely used in higher education, and has shown great vitality in stimulating students’ interest, promoting teaching reform and improving teaching quality, which also provides new opportunities for college foreign language teaching. Facing the background of educational reform in the information era, college foreign language teaching should follow the concept of “changing with the era,” actively explore effective

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Yin, Bo, and Richard B. Baldauf. "Language reform of spoken Chinese." Journal of Multilingual and Multicultural Development 11, no. 4 (1990): 279–89. http://dx.doi.org/10.1080/01434632.1990.9994417.

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Agbo, Seth A., and Natalya Pak. "Globalization and Educational Reform in Kazakhstan." International Journal of Educational Reform 26, no. 1 (2017): 14–43. http://dx.doi.org/10.1177/105678791702600102.

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Framed by globalization, Kazakhstan has embarked on initiatives to establish standards and quality educational services for universities to catch up with those in developed countries. The government policy for educational reforms is viewed not only as a means of convergence, that is, catching up with the knowledge-based societies of Europe and North America, but also as a gateway into the EU. The recent government policy calls for trilingual competence, implying a desire to equip future generations with fluency in three languages, namely, Kazakh, Russian, and English. Through this initiative,

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Melliti, Mimoun, and Imen Benamara. "Exploring Perspectives and Reform Dynamics." Studies in Humanities and Education 4, no. 1 (2023): 22–40. http://dx.doi.org/10.48185/she.v4i1.790.

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In this study, our objective was to delve into the perspectives of Tunisian public elementary school English as a Foreign Language (EFL) teachers regarding the merits of introducing English at a younger age. We sought to test the hypothesis that an early start in English language instruction, following the "the younger the better" notion (Lenneberg, 1967; Penfield, 1959), would yield positive outcomes. To accomplish this, we collected data through a quantitative approach, involving a sample of 30 teachers, and conducted interviews with five English language inspectors representing different re

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22

Weigang, Wang, and Mahendran A/L Maniam. "THE HISTORY AND EVOLUTION OF ENGLISH EDUCATION POLICIES IN BASIC EDUCATION STAGE IN CHINA." International Journal of Education Humanities and Social Science 07, no. 03 (2024): 23–34. http://dx.doi.org/10.54922/ijehss.2024.0689.

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English education has long been practiced in China. Until the modern times, the Opium War opened the door of China and also opened its modern history of foreign language education. After the founding of PRC, English education has begun to draw much attention, especially since the reform and opening-up, and great progress has been made in English education. Reviewing and studying the history and development of English education policy in China is of great significance for us to clarify the evolution of English education policy and better understand the development and reform of Chinese English

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LeTendre, Gerald, and Marie H. Roesgaard. "Moving Mountains: Japanese Education Reform." Journal of Japanese Studies 25, no. 2 (1999): 483. http://dx.doi.org/10.2307/133344.

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Lincicome, Mark, and Christopher P. Hood. "Japanese Education Reform: Nakasone's Legacy." Journal of Japanese Studies 28, no. 2 (2002): 508. http://dx.doi.org/10.2307/4126838.

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Adler-Kassner, Linda. "Liberal Learning, Professional Training, and Disciplinarity in the Age of Educational “Reform”: Remodeling General Education." College English 76, no. 5 (2014): 436–57. http://dx.doi.org/10.58680/ce201424744.

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Reform efforts undertaken in the name of the college- and career-readiness agenda reflect a different understanding of a balance between liberal learning, professional training, and disciplinarity that has long existed in general education programs. This article examines the different interpretations of this balance in general education and contemporary reform efforts, considering the implications of these reforms by examining their possible effects on writing education. It concludes by positing that “remodeling” (not restructuring) general education through a framework that draws on the idea

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Lenhoff, Sarah Winchell, and Jasmine B. Ulmer. "Reforming for “all” or for “some”: Misalignment in the discourses of education reformers and implementers." education policy analysis archives 24 (October 17, 2016): 108. http://dx.doi.org/10.14507/epaa.24.2273.

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The ways in which the language of reformers intersects with and informs reform implementation is important to our understanding of how education policy impacts practice. To explore this issue, we employed critical discourse analysis (CDA) to analyze the language used by a 21st century skills-focused reform organization to promote its program alongside the language that local actors used to explain its implementation. We examined source materials, field notes, interview data, and publicly available organizational data collected over a five-year period to critically examine how discourse 1) illu

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Clarke, Mark A., and Nancy L. Commins. "Whole language: Reform and resistance." Language and Education 7, no. 2 (1993): 79–95. http://dx.doi.org/10.1080/09500789309541350.

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Pettai, Vello. "Chapter 13: Educational Reform in Estonia and Latvia." European Yearbook of Minority Issues Online 21, no. 1 (2024): 313–32. http://dx.doi.org/10.1163/22116117_02101014.

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Abstract Russia’s war in Ukraine has put renewed pressure on the Russian-speaking minorities of Estonia and Latvia. A particularly delicate realm in which this stress is playing out is Russian-language education. The authorities in both countries have made a decision in 2022 to phase out Russian-language education at all levels, meaning that these schools will gradually be transferred to the national language within three to six years. This article reviews the history of minority educational reform in Estonia and Latvia, and it outlines the details of the current transition. It assesses these

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Prawat, Richard S. "Misreading Dewey: Reform, Projects, and the Language Game." Educational Researcher 24, no. 7 (1995): 13–22. http://dx.doi.org/10.3102/0013189x024007013.

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Cusick, Philip A., and Jennifer Borman. "Reform of and by the System: A Case Study of a State's Effort at Curricular and Systemic Reform." Teachers College Record: The Voice of Scholarship in Education 104, no. 4 (2002): 765–86. http://dx.doi.org/10.1177/016146810210400404.

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The article tells the story of Michigan's effort to create a language arts curriculum. Our story is embedded in an attempt by the governor, legislature, Department of Education, and (sometimes) the State Board of Education at state systemic reform. The focus of the article is that part of the overall effort that was directed toward the language arts curriculum. Although funded by the U.S. Department of Education (USDE) and initiated by the state, the language arts work was undertaken by a loosely connected but long-associated set of language arts professionals who, although suspicious of the s

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Ho, Ai Nhan. "Reforming the Vietnamese Legal Education system: possibilities and perspective." International Journal of Clinical Legal Education 23, no. 2 (2016): 48. http://dx.doi.org/10.19164/ijcle.v23i2.509.

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<span style="font-family: 'Palatino Linotype','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Arial; mso-ansi-language: EN-AU; mso-fareast-language: VI; mso-bidi-language: AR-SA;" lang="EN-AU">This paper discusses the demand and various possibilities for the reform of Vietnamese legal education. </span><span style="font-family: 'Palatino Linotype','serif'; font-size: 12pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: VI; mso-bidi-language: AR-SA;" lang="EN-US

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XIE, Juan. "Exploring "student-centered" education and teaching reform: a case study of International Chinese Language Education in Guilin A University." Region - Educational Research and Reviews 6, no. 9 (2024): 110. https://doi.org/10.32629/rerr.v6i9.2894.

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This paper takes the Chinese International Education major of Guilin A University as an example to discuss the "student-centered" education and teaching reform. This paper points out the shortcomings of the traditional teaching mode, and puts forward some measures such as optimizing the curriculum system, innovating teaching methods, strengthening practical teaching and perfecting the evaluation system, so as to improve students' independent learning, innovative thinking and intercultural communication ability. At the same time, the paper discusses the challenges and solutions in the reform, s

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Cummins, Patricia W. "Higher education reform and language for business and entrepreneurship." Transnational Corporations Review 8, no. 4 (2016): 265–79. http://dx.doi.org/10.1080/19186444.2016.1265769.

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Tupas, Ruanni. "(Un)framing Language Policy and Reform in Southeast Asia." RELC Journal 49, no. 2 (2018): 149–63. http://dx.doi.org/10.1177/0033688218772155.

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This article explores language policy in Southeast Asia, focussing on two recent state and other institutional reform efforts and directions: one towards English, and the other towards the mother tongues. However, what needs to be highlighted is the bifurcated nature of language policy reforms in the region. That is, these two policy directions are rarely conceptualized together. In terms of implementation, they are mobilized independently as if they are products of completely different phenomena. A set of broad assumptions upon which policies and policy reforms should be based must be articul

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Wu, Anping, and Yan Lu. "Exploration of Practical Approaches for the Reform of Curriculum-Based Ideological and Political Education in Foreign Language Majors." Education Reform and Development 6, no. 12 (2025): 211–19. https://doi.org/10.26689/erd.v6i12.9328.

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Ideological and political education holds an important position in the higher education system. In the context of globalization, foreign language teaching should not only focus on the development of language skills but also integrate ideological and political education. It is essential to utilize the educational functions of emotional attitudes, knowledge capabilities, and values within the curriculum to cultivate foreign language students’ knowledge, skills, and correct values. This integration aims to enhance students’ ideological and political literacy as well as their humanistic literacy,

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Wang, Xutong. "On the Differences between Chinese Languages Education in Xinjiang and Economically Developed Cities under the New Curriculum Standard." SHS Web of Conferences 158 (2023): 02006. http://dx.doi.org/10.1051/shsconf/202315802006.

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By examining the ancient and modern educational approaches in the Xinjiang Uyghur Autonomous Region, this study analyzes the changes and processes based on the analysis of Xinjiang’s location, ethnic situation, and educational resources and studies the differences between language education in Xinjiang and the general region, which proposes the importance of the popularization of the common national language for language education. It also analyzes the relationship between the common national language and Chinese language education.The paper is divided into four parts. The first part introduce

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Karkut, Dorota. "Zdaniem polonistów – reforma w szkole podstawowej w świetle badań własnych." Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Litterarum Polonarum et Linguae Polonae Pertinentia 10, no. 285 (2019): 89–99. http://dx.doi.org/10.24917/20820909.10.9.

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University of Rzeszów. Empirical research was carried out at the beginning of the 2018/2019 school year, ie one year after the implementation of the assumptions of the primary school education reform. They covered about 50 Polish language teachers in primary schools in the Podkarpacie region. The basis for the consideration were interviews conducted with Polish language teachers during the subject-methodological practice in the Polish language and observations of lessons, as well as questionnaires. Teachers evaluating the reform in primary school had the opportunity to express their opinions o

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Khazratqulova, Ozoda. "LINGUISTIC FOUNDATIONS OF PHILOLOGICAL EDUCATION REFORM." Journals Journal of Universal Science Research 1, no. 12 (2023): 870–74. https://doi.org/10.5281/zenodo.14872163.

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Today, various new pedagogical technologies are being applied to the educational process. As a result of scientific research, a number of new types of exercises and tasks are being tested in practice. In particular, I. Davronov's opinion about algorithmic exercises is one of the new approaches in this regard. However, there are such topics in language teaching that the desired result can be achieved through traditional practical work rather than didactic games[1]. <sup>1</sup>Ҳамроев F. Умумий урта таълим тизимида фонетикага доир ўқув материалларининг илмий-методик таъминотини такомиллаштириш.

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Maksymenko, Oksana. "FOREIGN LANGUAGES IN SCHOOL EDUCATION: EUROPEAN AND UKRAINIAN TRENDS." Education: Modern Discourses, no. 4 (December 20, 2021): 50–65. http://dx.doi.org/10.37472/2617-3107-2021-4-06.

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The paper deals with the trends in foreign languages teaching in school education of Europe and Ukraine. The methods of description, comparison, analysis are used in order to specify the features of the issue. The international surveys of Eurydice, Eurostat, the OECD’s PISA and TALIS with the participation of the European Commission developed the main indicators that ensure the systemic nature of language training in the school sector. They encompass foreign languages in the curriculum, the range of languages studied, Content and Language Integrated Learning, expected levels for the foreign la

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Chevalier, Joan F. "School-based linguistic and cultural revitalization as a local practice: Sakha language education in the city of Yakutsk, Russian Federation." Nationalities Papers 45, no. 4 (2017): 613–31. http://dx.doi.org/10.1080/00905992.2016.1275534.

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In the 1990s, efforts were launched in the Republic of Sakha (Yakutia) in the Russian Federation to support the revival of Sakha (Yakut) language education. This interdisciplinary study examines the evolution of school-based Sakha language education in the city of Yakutsk over a 25-year period beginning with the launching of the first reforms in the 1990s. Language education reform in the capital city has been shaped by a dynamic interplay between federal, regional, and local factors. Grassroots social and cultural activism continues to play a key role in school-based language revitalization i

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Wells, Gordon. "LANGUAGE AND EDUCATION: RECONCEPTUALIZING EDUCATION AS DIALOGUE." Annual Review of Applied Linguistics 19 (January 1999): 135–55. http://dx.doi.org/10.1017/s026719059919007x.

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In a review of this length, it is impossible to do justice to the many ways in which language is used in and about education. This article therefore presents only a personal view of some of the key issues. Chief among these, in my opinion, is the lack of a concensual view about the role that language plays in education and, in particular, about the importance of dialogue in learning and teaching. This state of affairs is hampering the many efforts that are being made to reform public education so that it can provide an equitable and effective induction of students into the ways of knowing and

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Bounouche, Masser. "Towards the Diagnosis of Moroccan Education Reforms: An Analytical Approach to the Incoherent Linguistic Bilingualism." International Journal of Language and Literary Studies 7, no. 1 (2025): 311–26. https://doi.org/10.36892/ijlls.v7i1.1987.

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Since independence, the Moroccan education reforms have failed to establish a coherent linguistic policy and reach a consensus over it. This paper examines the historical, political, and socio-cultural considerations underlying the inconsistency in the language of instruction in Moroccan classrooms, with a focus on the latest reforms. The first part provides a chronology of the improvisation marking the education reforms marking the postcolonial linguistic policies. The second part adopts an analytical approach to reveal the inexpressible reasons underlying such policy of incoherence and imbal

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Teng, Yanru, and Jialin Wan. "The advantages and disadvantages of language policies in Asian countries and regions and their impact on English education in China." SHS Web of Conferences 199 (2024): 01004. http://dx.doi.org/10.1051/shsconf/202419901004.

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Asian countries show diversity in language policy, with each country having its own unique language policy reflecting its historical, cultural and social background. This paper utilizes the systematic review methodology, discusses the advantages and disadvantages of language policies in some Asian countries and analyses the impact of these policies on English education in China. Firstly, through comparative research, this paper reviews the language policies of major Asian countries, including the setting of official languages and the protection of linguistic diversity in language education pol

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YAN, Ping. "Research and practice of credit-based cross-school study models for Japanese language majors." Region - Educational Research and Reviews 5, no. 5 (2023): 151. http://dx.doi.org/10.32629/rerr.v5i5.1443.

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The National Standards for Teaching Quality in Foreign Languages and Literature states that foreign language majors are an essential part of China's higher education in the humanities and social sciences. Each university needs to formulate reasonable training objectives based on its own educational practices and talent development goals. Additionally, the Guidelines for Teaching in Foreign Languages and Literature Majors issued in recent years put forth various competencies that Japanese language majors should possess, including Japanese language proficiency, information technology application

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Zaw, Naing Ye, Ye Yint Maung, Htet Myat Tun, Thant Zin Soe, Zay Yar Lin, and Zin Mar Latt. "Revolutionizing basic education: challenges of federal education in Myanmar." Brazilian Journal of Development 10, no. 11 (2024): e74723. http://dx.doi.org/10.34117/bjdv10n11-034.

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Myanmar’s education system lags far behind in the world. Myanmar today has unqualified teachers, very few resources, and aging materials especially a centralized education system with inadequate infrastructure and unqualified teachers (Lwin, T., 2007). This affects accessibility for marginalized children such as children with disability and children living in conflict areas. The contents of school textbooks are also not culturally acceptable for ethnic minorities. The education system could not fulfill the wants and needs of society, especially the skills that are needed for work. The educatio

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Izumi, Emiko. "Enhancing Japanese elementary and junior high-school foreign language education." Open Access Government 41, no. 1 (2024): 248–49. http://dx.doi.org/10.56367/oag-041-10809.

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Enhancing Japanese elementary and junior high-school foreign language education Our ongoing research, fuelled by last year’s research grant, delves into the theme of “Evaluation of Foreign Language Education Fostering Children’s Thinking, Judgment, Expressiveness and Autonomous Attitude in the Digital Age.” This multi-year endeavour aligns with the significant changes unfolding in Japanese education, particularly the revision of elementary school curriculum guidelines, now entering its third year. The era of VUCA, marked by Volatility, Uncertainty, Complexity and Ambiguity, has ushered in a pe

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Wenjing Zhang. "Analysing the Teachers’ Resistance Behaviour in Integrating Foreign Language Teaching Reforms in Chinese Colleges and Universities." Journal of Information Systems Engineering and Management 10, no. 21s (2025): 494–505. https://doi.org/10.52783/jisem.v10i21s.3387.

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The research delves into the perceptions, attitudes, and resistance of teachers toward foreign language reform at the higher education levels in China, emphasising the internal and external factors responsible for the resistance. The research further indicates that multilingual proficiency is becoming increasingly prevalent because of global demands as well as China's socio-political aspirations, including initiatives like the Belt and Road Initiative. The research uses qualitative methodology with semi-structured interviews with five teachers through snowball sampling. The data, thematically

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Romanowski, Piotr. "A Comparative Study of CLIL Trajectories in the Polish Education System." ELOPE: English Language Overseas Perspectives and Enquiries 16, no. 2 (2019): 63–76. http://dx.doi.org/10.4312/elope.16.2.63-76.

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This paper aims to present a comparative study of the existing curricular Content and Language Integrated Learning (CLIL) models as used by teachers in Polish lower- and upper-secondary schools in the system of education which ended in 2017 when the New Education Reform was implemented. The article reveals the details pertaining to general language education in Poland and bilingual classrooms focusing on CLIL. The main goal is to analyse which languages are most frequently employed in bilingual education as the medium of instruction, the school subjects whose content is imparted through the me

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Meng, Qingli. "Internet Plus University and College Foreign Language Teaching Reform." Journal of International Education and Practice 5, no. 1 (2022): 11. http://dx.doi.org/10.30564/jiep.v5i1.4324.

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The “Internet Plus” on-line plateforms provide many innovative approach to learning; but providing convenient college education on-line also poses many new challenges that have not been explored. Some of these educational challenges are explored in the development of an innovative foreign language teaching program in China Universities. Foreign language education networks can be designed on “Internet Plus” platforms to enhance teachers' teaching capabilities. Using "Internet Plus" plateforms is key to foreign language teaching reform in colleges and universities.

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Coluzzi, Paolo. "Majority and minority language planning in Brunei Darussalam." Language Problems and Language Planning 35, no. 3 (2011): 222–40. http://dx.doi.org/10.1075/lplp.35.3.02col.

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This paper is an overview of language planning as carried out in Brunei Darussalam for Malay, its official language, English, its de facto other official language, and for the other eleven minority languages spoken in the country. After a general introduction to the country and its sociolinguistic situation, the paper outlines the main language planning activities carried out in Brunei through corpus, status and acquisition planning. The overview of status planning includes a brief description of the linguistic landscape of Brunei. The second part of the paper discusses the advantages of educa

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