Implications of the Course of Study Reforms on English Language Teaching in Japanese Secondary Schools: Toward Teaching English as an International Language

Many universities in Japan have been offering the teaching certificate programs to train highly qualified teachers. Even though graduate schools have set up programs for more disciplinary courses for English language teaching (ELT), few have been developed at the undergraduate school level. Thus, pre-service English teachers can only learn about ELT pedagogical issues in English Teaching Methodology courses. Moreover, ELT in Japan still adheres to a principle of English speakers’ norms and aims for native speakers of English for communication partners. Since English has become an international language or a lingua franca in the globalized society, prospective English teachers must recognize the growing importance of English language variations to teach English as an international language. This paper focuses primarily on pedagogical issues to teach in English methodology classes in accordance with the future reforms of the teaching-training program. To do this, discussions include revision of the Communicative Language Teaching approaches and application of World Englishes into ELT at the secondary school level

Eliminating Language Barriers for LEP Individuals: Promising Practices from the Public Sector

While the focus of this report is on eliminating language barriers for limited English proficient (LEP) individuals, any strategy to improve communications with this population must also include English learning and address the shortage of high-quality English as a Second Language (ESL) courses for adults. State-administered ESL programs currently serve only about a million of the estimated 12.4 million LEP adults in the United States who need language instruction. The underfunding of ESL programs means that large numbers of immigrant adults who wish to learn English are unable to enroll in classes or face overcrowded classrooms. For instance, a 2006 national survey of ESL providers found that 57 percent of these programs maintained waiting lists -- ranging from a few weeks to more than three years -- and could not accommodate the high numbers of immigrants interested in learning English. Policy experts and organizations that work with adult English learners have proposed various strategies to increase the availability of high-quality ESL courses, but lack of political support at the national level -- coupled with the current fiscal crisis -- has weakened efforts to help immigrants improve their English skills

Servant Leadership: Making a Difference in University TESL Programs

Teaching English as a Second Language is a broad field with programs designed to teach students from all languages and cultures around the world. Currently, the field is facing an urgent need for qualified teachers and leaders due to increasingly high numbers of immigrants and refugees. To meet this challenge, universities must have a plan for adequately preparing teachers to work with the growing population of non-native English learners. Creating these programs require an understanding of ways to support English learners academically, linguistically, and culturally as they transition into English speaking schools. Based on the need for support, this article provides a model for university program leaders in meeting the need for future teachers by applying the principles, values, and practices of servant leadership

Strengthening Workplace Education Program Policies to Enable Low-Wage Workers' Advancement

Updates the 2007 brief "Strengthening State Policies to Increase the Education and Skills of Low-Wage Workers"; profiles programs that improve basic, literacy, and English language skills; and outlines issues for enhancing state policy and strategy

Impact of bilingual education on student achievement

More than 4.4 million students enrolled in US public schools participate in English language learner programs because of linguistic barriers to learning in regular classrooms. Whether native language instruction should be used in these programs is a contentious issue. Recent studies, using credible research designs for estimating causal impacts, find that bilingual education programs (which use some native language instruction) and English-only programs are not significantly different in their impact on standardized test performance. This finding suggests that it is time to change the focus from use of the native language to program quality

The influence of students’ activeness in english language movement programs on students ’ writing skill (a correlation study at the eleventh grade students of MA Baitussalam Mijen, Semarang, in the academic year of 2009/2010)

The background of the study in this research is students’ activeness and seriousness in joining English Language Movement Program at the school and their writing achievement. The writer wants to know if there is any correlation between students’ activeness in English Language Movement Program and their writing skill. This research aimed at finding out: English language programs which are conducted at Language Movement of Baitussalam Islamic Senior High School, the degree of students’ activeness in English language movement programs, and the extent to which students’ activeness in English Language Movement Programs influence their writing skill. This research was held at MA Baitussalam. It is a developing school in Mijen district. MA Baitussalam was built in 1990. This research is a quantitative type which specifies in correlation study and regression because writer predicted the effect of students’ activeness in English Language Movement Programs on their writing skill. The population in this research is the eleventh grade students of MA Baitussalam Mijen. The writer took all students, because the member of students in that grade is only 30 students. Writer used questionnaire, test of writing, documentation and interview to collect data. The data were analyzed using regression. In this research, it is found that there is significant correlation between students’ activeness and writing skill. It can be seen from correlation result that the price of rxy> r table 0,786 in 0, 05/ 5%, hence Ho is refused and correlation coefficient is significant. Regression result is Freg> F table 45,8 > 4.19, means that students’ activeness has affected writing skill. so the hypothesis is accepted

Improving Electronic Laboratory Study in English as a Second Language Programs: A Case in Point

With or without electronic language laboratories, Americans seem convincedthat they cannot learn foreign languages. Foreigners do not seem to share thispeculiarly American phobia. They not only think they can learn English, but they alsoare responsible for the growing number of university-sponsored English as a Secondlanguage (ESL) programs. Since many ESL programs have a required lab component,a case-study approach to one such lab requirement could give valuable insight intothe effectiveness of mandatory ESllaboratory study and ways to improve it.Seventy-five ESL students in five levels were observed during required lab studyunder three conditions: (1) working independently with commercial ESL audio tapeprograms; (2) working independently with lab-specific audio tape programs, namelyexercises with instructions tailored to the electronic labs being used; and (3)lab-specific tape programs in a controlled lab environment, that is, an instructor atthe console monitoring and correcting students.The results clearly suggest that maximum improvement in lab study effectivenessoccurs in a controlled lab environment, namely with an instructor at the console--aninstructor who works actively with the students, monitors their progress, and correctstheir mistakes

Second Language Acquisition and Current Trends in Japan: The Cultural Risks

This paper discusses second language acquisition with reference to periphery countries and the effects of English on culture and language. It includes a brief history of the spread of English as an international language and reasons why many countries are creating English language programs. Globalisation and communication advances since the 1990s are discussed with particular reference to their effects on Japanese society, culture and language. Many countries have decided to protect their national identities while simultaneously implementing English language programs that suit the needs of their people. Successful policies have taken into account the relationship between language and culture and the dangers of creating programs that do not consider the consequences of acculturation. It is important for Japanese policy makers to study the experiences and actions of other non-English countries, the current research available and pertinent language programs worldwide in order to formulate a viable English program that produces bilingual graduates literate in both English and Japanese. An effective English language program will incorporate theory, practice and the experiences of other countries, applied to the needs and nature of Japan and its people

English Language Minority Students and Education Policy: A Focus on the Latinx Population

Our federal government allows states to pass and ratify new laws every year. Over the last thirty years, America has experienced a polarized fight over the expansion or reduction of government involvement. In terms of education policy, local districts and governments can play an essential role in the implementation, evaluation, and development of equitable educational opportunities. This paper examines federal and state level policies in the context of English Language Learners’ (EL) educational opportunities. In particular, I focus on Mt. Diablo High School, which is located in the Mount Diablo District. According to the California State Department of Education, the percentage of English Language Learners at this school is 33.5%. Out of this percentage, a majority of English Language Learner students at Mt. Diablo High School are Latinx (84.98%). These statistics help to demonstrate that state and district level policies lack inclusivity, student awareness on academic resources, accessibility to career center programs, and a lack of parent and teacher participation. Due to these shortcomings, these policies primarily feed into the undereducation and retention of EL students. By analyzing existing Student Site Council meetings and state-level data sets, I argue that there is a higher need for accountability and support relative to the number of EL students attending Mt. Diablo High School