The English Curriculum in the People's Republic of China

The status and role of English as a school subject in China has fluctuated wildly because of its desirable but sensitive connotations. English is the language of world trade and communications, which makes its study an important strategy in implementing internationally-oriented policies for "modernization", while its historical overtones of imperialism, capitalism and even barbarianism are unwelcome for those who prefer more self-reliant and isolationist approaches. This paper traces the career of the English curriculum in China since 1949, with particular reference to the junior secondary school curriculum, through an analysis of the national syllabus and textbooks. It identifies five distinct periods and analyses the major forces of curriculum change, the dynamics of curriculum design, and the principal features of models for change in each of the periods. It is argued that the overall process of policy-making, and curriculum development specifically, has been characterized by a complexity and pattern of development which is not adequately recognized in existing portrayals that have focused on the relationship between macro political shifts and educational policies, and have emphasized the role of the state

Student Voices in School-based Assessment

The value of student voices in dialogues about learning improvement is acknowledged in the literature. This paper examines how the views of students regarding School-based Assessment (SBA), a significant shift in examination policy and practice in secondary schools in Hong Kong, have largely been ignored. The study captures student voices through a survey of 423 Secondary 5 students and interviews with 45 students in 3 schools concerning the use of SBA in the high-stakes assessment for the English Language subject. Results suggest a wide range of student perceptions of, and responses to SBA and related feedback. In general, students indicated that they did not appreciate SBA and were unable to capitalise on the feedback. The paper argues that the intentions of SBA can be threatened if these negative tendencies are not addressed through teacher education, and calls for a dialogic model that allows student participation in debates about learning improvement

International comparative studies in teaching and teacher education

a b s t r a c t This review of eight papers published in Teaching and Teacher Education over the past twenty years shows how the profession has been impacted by the forces of globalisation. The impact varies in different contexts, according to local factors. The review looks at papers that use explicit international comparisons as a means to bring local contextual characteristics into sharp relief, and discusses the values and pitfalls of this approach. The review concludes by suggesting a possible future agenda for international comparisons, one that seeks answers to the domestic challenges of the Millennium Development Goals and Education for All by looking for solutions overseas. However, international appropriation needs to remain highly sensitive to the cultural context of implementation

TATE Special Virtual Issue: International Comparative Studies in Teaching and Teacher Education

Abstract This review of eight papers published in Teaching and Teacher Education over the past twenty years shows how the profession has been impacted by the forces of globalisation. The impact varies in different contexts, according to local factors. The review looks at papers that use explicit international comparisons as a means to bring local contextual characteristics into sharp relief, and discusses the values and pitfalls of this approach. The review concludes by suggesting a possible future agenda for international comparisons, one that seeks answers to the domestic challenges of the Millennium Development Goals and Education for All by looking for solutions overseas. However, international appropriation needs to remain highly sensitive to the cultural context of implementation

Multilingual education in minority-dominated regions in Xinjiang, People’s Republic of China

Recent developments in multilingualism and multilingual education in minority-dominated regions in China highlight the importance of policy studies to support the national goals of achieving multilingualism (Feng and Adamson, 2015), especially in remote western regions such as Xinjiang Uygur Autonomous Region (XUAR) that pose geographical, socio-political, and educational challenges. This study investigates the effectiveness of language policies and the implementation of multilingual education for minority dominated regions in XUAR, and of the extent to which those policies support multilingual education. The data mainly comprise policy documents issued at the national, regional and institutional level, supplemented by interviews with policy makers at regional and local levels. The study finds that, while the policies at both national and regional levels regarding language education in China are generally supportive of multilingualism, in reality, some of the implemented practices at local school levels in XUAR are not totally consistent with the policy goals, while weak local capacity also hinders the implementation of multilingual education

The next steps for teaching characters in CFL: investigating the effects of four character—teaching methods on beginner learners

This study employs a quasi-experiment design to compare the merits of different CFL teaching approaches in an Irish secondary school. Four groups of beginner learners aged 14-16 were studied for one academic year. Each of four groups was assigned a different teaching approach of focused memorisation (FM), delayed character introduction (DCI), character colour-coding (CCC) or the unity curriculum approach (UC) – which places equal focus on reading, writing, speaking, and listening – for the course of the study. Two written evaluations were conducted after 14 and 28 weeks of teaching. The current paper reports the participants’ results in their recall and recognition of characters, as well as the use of characters in sentences. Results indicate that the methods of FM and CCC have the potential to aid character composition learning, while the UC approach may assist the students in learning how to use characters in sentences. This paper offers evidence-based opinions on how future CFL curricula for schools might be shaped. This includes the exploration of a new teaching methodology (encompassing the FM, CCC, and UC approaches), increasing the classroom hours to aid the learning of a new writing system, and a specific assessment - testing overall language acquisition as well as character acquisition - to extrinsically motivate learners

Diasporas and transitional justice : transnational activism from local to global levels of engagement

Scholarship on transitional justice, transnational social movements, and transnational diaspora mobilization has offered little understanding about how memorialization initiatives with substantial diaspora involvement emerge transnationally and are embedded and sustained in different contexts. We argue that diasporas play a galvanizing role in transnational interest-based and symbolic politics, expanding claim-making from the local to national, supranational, and global levels of engagement. Using initiatives to memorialize atrocities committed at the former Omarska concentration camp in Bosnia and Herzegovina, we identify a four-stage mobilization process. First, initiatives emerged and diffused across transnational networks after a local political opportunity opened in the homeland. Second, attempts at coordination of activities took place transnationally through an NGO. Third, initiatives were contextualized on the nation-state level in different host-states, depending on the political opportunities and constraints available there. Fourth, memorialization claims were eventually shifted from the national to the supranational and global levels. The article concludes by demonstrating the potential to apply the analysis to similar global movements in which diasporas are directly involved

Finishing the euchromatic sequence of the human genome

The sequence of the human genome encodes the genetic instructions for human physiology, as well as rich information about human evolution. In 2001, the International Human Genome Sequencing Consortium reported a draft sequence of the euchromatic portion of the human genome. Since then, the international collaboration has worked to convert this draft into a genome sequence with high accuracy and nearly complete coverage. Here, we report the result of this finishing process. The current genome sequence (Build 35) contains 2.85 billion nucleotides interrupted by only 341 gaps. It covers ∼99% of the euchromatic genome and is accurate to an error rate of ∼1 event per 100,000 bases. Many of the remaining euchromatic gaps are associated with segmental duplications and will require focused work with new methods. The near-complete sequence, the first for a vertebrate, greatly improves the precision of biological analyses of the human genome including studies of gene number, birth and death. Notably, the human enome seems to encode only 20,000-25,000 protein-coding genes. The genome sequence reported here should serve as a firm foundation for biomedical research in the decades ahead