Development Of English Proficiency Research Articles

Predicting Time to Reclassification for English Learners: A Joint Modeling Approach

The development of academic English proficiency and the time it takes to reclassify to fluent English proficient status are key issues in English learner (EL) policy. This article develops a shared random effects model (SREM) to estimate English proficiency development and time to reclassification simultaneously, treating student-specific random effects as latent covariates in the time to reclassification model. Using data from a large Arizona school district, the SREM resulted in predictions of time to reclassification that were 93% accurate compared to 85% accuracy from a conventional discrete-time hazard model used in prior literature. The findings suggest that information about English-language development is critical for accurately predicting the grade an EL will reclassify.

HEALTHCARE LANGUAGE PROGRAM (HELP) TO ENHANCE STUDENTS’ ENGLISH PROFICIENCY FOR NURSING ACADEMY TOWARD ASEAN COMMUNITY

This research aims to convey the development of English proficiency toward Asean community through Healthcare Language Program (HELP) for Nursing Students. The demand of Asean Community is the use of English, as the language of Asean Community. English become a tool for communicating and connecting with other people around Asean Countries. In the Asean community, there will be more developments in Indonesia. Starting from free trade, foreign companies, and also healthcare sector. Not only the case of trade in goods and services, but also in the traffic of people in the context of labor. As an international language, English is required to interact with the global community, especially in the face of the ASEAN Economic Community. In addition, the role of English is also used in writing article for international journal publication. In other case, English can be very helpful in term of searching source of science about nursing which mostly come from international journal. So, nursing students should be able to master English well. In fact most of them encounter problem with English especially concerning with speaking and writing. Those skills are very important for nusring students to face Asean community. They need some activity and program to enhance English proficiency. This study is an investigation of the English program held by STikes Mahardika Cirebon. This study uses descriptive qualitative method. Meanwhile, the data is collected by using observation, interview, as well as documentation. The descriptive qualitative method covers the English proficiency for nursing students through Healthcare language Program (HELP) toward Asean Community. Keywords – English proficiency, Healhcare Language Program, Asean Community

4차 산업혁명이 한국인 영어 학습자의 기본적 의사소통능력 발달에 미치는 영향에 관한 비판적 검토

The purpose of this study is to theoretically evaluate the impact of the Fourth Industrial Revolution (e.g., machine learning (ML) and deep learning (DL)) on English education in South Korea. Few studies have investigated to what extent ML/DL technologies have instructional potential for Korean English learners’ development of English proficiency. To this end, this study deals with the four research issues by extensively reviewing previous literature on computer science and SLA theories. First, this study introduces several well-known concepts and architectures of ML/DL for the following discussions. Second, the study critically examines the opinions of those who claim that recent progress in machine translation can dramatically reduce the need for foreign language learning. Third, this study highlights the significance of basic communicative competence in English learning contexts in South Korea, which―as specified by the components and principles of construction grammar―enables Korean English learners to generate sentence-level utterances without resorting to memorized formulaic expressions. Finally, this study presents three types of English learning applications built upon ML/DL techniques whose validities are evaluated from a perspective of basic communicative competence. As a final remark, this study suggests that ML/DL techniques guided by the principles and components of construction grammar should be applied to Korean English learning contexts as a way to develop their basic communicative competence in English.

Examining Factors Influencing Technical-Vocational University Students’ Learning Effectiveness of English Proficiency Development in a Blended e-Learning Environment

Based upon the perspective of social cognitive theory, this study develops a conceptual framework that examines the antecedents of technical-vocational university students’ active participation and learning effectiveness of English proficiency development in a blended e-learning (BEL) environment. A BEL system was employed to support technical-vocational university students’ English proficiency development. The research model is tested using a questionnaire survey of 298 participants. Confirmatory factor analysis was performed to test the reliability and validity of the measurements. The partial least squares method was used to validate the measurement and hypotheses. The empirical results indicate that e-learning self-efficacy, social influence and BEL system characteristics are the primary antecedents of students’ active participation in a BEL environment. The results also show that e-learning self-efficacy, student active participation and BEL system characteristics saliently affect technical-vocational university students’ learning effectiveness of English proficiency development. The findings signify that technical-vocational university students show positive incline towards the active participation in BEL for English as a foreign language (EFL) courses and exposed a possible benefit of English proficiency development from its use in the long run. The results can not only proffer instrumental suggestions for the critical research issue of e-learning, but also may serve as instrumental guidelines for a BEL environment to be effective implemented with care to avoid the risk to weaken student’s interests and activations in English proficiency development in BEL.

Homeroom Teachers or Specialist Teachers?: Considerations for the Workforce for Teaching English as a Subject at Elementary Schools in Japan

In Japan, English will be officially taught as an academic subject for elementary fifth and sixth graders from 2020. This is a strong initiative of language-in-education policy, aiming at efficient articulation between elementary and junior high schools and targeting the development of English proficiency from early ages simultaneously. However, teacher supply and professional development have been a critical issue for offering English as a subject. Reviewing the recent movement of English education at elementary schools, the paper overviews the current teacher system in public elementary schools in Japan and clarifies that homeroom teachers in Japanese elementary schools tend to work overload not only teaching but also with administrative duties. The paper then describes benefits and drawbacks of homeroom and specialist teachers in English teaching as a subject at elementary schools and argues qualifications of English teachers. The author finally introduces new specialist teacher systems, which will give a useful insight for developing the workforce for the future English education at Japanese public elementary schools.

Research on Integration of College English Teaching and ESP Teaching

There is no unified arrangement and management in College English teaching and ESP teaching. The serious gap between them has resulted in the fact that students' English proficiency development in workplace lags behind. Thus in order to meet the needs of hotel industry development and improve students' English competence in workplace environment and their career competition, our project team has performed a series of reform, integrating College English teaching and ESP teaching in Voda Hotel Class 2015, and has obtained initial results

The Role of Economic Factors in the Choice of Medical Providers in Rwanda

French and English have the status of official languages in Rwanda alongside Kinyarwanda and have been taught and used as media of instruction for relatively long time in this country. However, the proficiency in these languages by educated people in Rwanda has been found limited. This situation resulted in a variety of official and unofficial decisions and strategies aimed at enhancing Rwandan learners' proficiency in these languages. With a particular focus on English, some of the official decisions include, but not limited to, increasing the time for the English subject on school and university curriculum and using this language as a medium of instruction straight from nursery school. The most prominent ‘unofficial’ decisions has been the 'English only at school' micro-policy which prevents learners, teachers and other school staff from using Kinyarwanda at school. This micro-policy received support in speeches by some officials in the Rwandan Ministry of Education. One reason for this ‘micro policy’ is the belief that the use of Kinyarwanda will interfere with the development of proficiency in English. In this article we explore the possible linguistic, psychological, pedagogical and social effects of the move to ban the use of learners’ and most teachers’ mother tongue, Kinyarwanda, in Rwandan schools. We argue for Kinyarwanda to be given the place it deserves in education and in communication at school as a national language and a mother tongue to virtually all Rwandans: it should be taught adequately and used as a medium of communication like any other language. Instead of having a negative effect on proficiency in English, such a move will enhance learners’ school performance in all subjects including English. Key words: Language, identity, language proficiency, medium of instruction, language acquisition, code switching, code mixing

‘Kinyarwanda doesn’t have a place in communication at our schools’: linguistic, psychosocial and educational effects of banning one’s mother tongue

French and English have the status of official languages in Rwanda alongside Kinyarwanda and have been taught and used as media of instruction for relatively long time in this country. However, the proficiency in these languages by educated people in Rwanda has been found limited. This situation resulted in a variety of official and unofficial decisions and strategies aimed at enhancing Rwandan learners' proficiency in these languages. With a particular focus on English, some of the official decisions include, but not limited to, increasing the time for the English subject on school and university curriculum and using this language as a medium of instruction straight from nursery school. The most prominent ‘unofficial’ decisions has been the 'English only at school' micro-policy which prevents learners, teachers and other school staff from using Kinyarwanda at school. This micro-policy received support in speeches by some officials in the Rwandan Ministry of Education. One reason for this ‘micro policy’ is the belief that the use of Kinyarwanda will interfere with the development of proficiency in English. In this article we explore the possible linguistic, psychological, pedagogical and social effects of the move to ban the use of learners’ and most teachers’ mother tongue, Kinyarwanda, in Rwandan schools. We argue for Kinyarwanda to be given the place it deserves in education and in communication at school as a national language and a mother tongue to virtually all Rwandans: it should be taught adequately and used as a medium of communication like any other language. Instead of having a negative effect on proficiency in English, such a move will enhance learners’ school performance in all subjects including English. Key words : Language, identity, language proficiency, medium of instruction, language acquisition, code switching, code mixing

Responses to a Language Policy: EFL Teachers’ Voices

This present study investigates in-service EFL Vietnamese teachers’ responses to the government language proficiency requirements imposed on them. The study adopts a language proficiency self-assessment survey and semi-structured interviews with respectively 350 and 44 participants. The data analysis generates a matrix of interrelated challenges underlying the teachers’ dilemma in the participant’s English proficiency development. The interwoven challenges demand for a holistic approach with better collaboration among different forces across levels to draft meaningful and long term supporting plans in this context. The analysis also shows the participants all longed for a more appropriate support framework to improve their English language proficiency while acknowledging they are competent to execute their teaching practices.

The effects of English bilingual education in the Netherlands

This paper reports on the effectiveness of bilingual education in the Netherlands. After a brief history of the rise of bilingual education in the Netherlands, the study traces the development of English proficiency of two cohorts at Dutch high schools during one year: a group of Year 1 students (average age 12) and a group of Year 3 students (average age 14) were tested three times during one academic year. The results suggest a dynamic interplay as proficiency increases between condition and other factors such as initial proficiency, scholastic aptitude, out of school contact, and motivation/attitude factors. In Year 1, scholastic aptitude and initial proficiency were strong predictors for all students. In Year 3, scholastic aptitude no longer played a role, but initial proficiency and motivation/attitude did. The students who received bilingual education outperformed the students from the other two groups (regulars and controls).

School of Diplomatic English

Chair of English Language № 1 considers itself the successor of the English Language Chair, established at the Faculty of International Relations at the Moscow State University during the World War II. After the Faculty was reformed into MGIMO the Department of English Language began to grow rapidly. Members of the chair develop textbooks and teaching materials designed to provide competence-based approach in the education in field of international affairs, the development of the professional proficiency in English, which are necessary for future participants of our foreign policy. To date, the chair staff consists of 60 professionals, including 26 PhDs. Teachers of the department also conduct research and take part in educational conferences both in Russia and abroad, including those devoted to the professional foreign language communication. Members of the chair also publish scientific articles in this field.

The struggle to maintain identity in higher education among Zulu-speaking students

The 2002 Language Policy for Higher Education (LPHE) identifies the currently dominant language of instruction – English – as being a possible barrier to many African students in accessing and successfully completing studies at higher education level. The LPHE thus requires that black African languages be developed at Higher Education Institutions for use as languages of teaching and learning, alongside English and Afrikaans. It is hoped that such a move would, among other things, enable South Africans to take pride in being bi/multilingual. Hence, this paper examines the relationship between language identity and bi/multilingual education. In conducting the study, the participants who are mostly isiZulu speaking in an educational institution in which their primary language (L1) dominates on campus and in the surrounding community were exposed to Zulu–English instructional material in their academic literacy and communication skills course. While the findings indicate a strong African pride among the majority of respondents about the use of their languages in education, concerns, however, are raised about the negative impact this might have on their development of proficiency in English and the practicality of bi/multilingual instruction on campuses with a diverse racial student population. This view indicates a struggle experienced by many Africans between maintaining their languages in education and developing English that is in high demand in education, commerce and as a common language of communication across ethnic and racial lines in South Africa and elsewhere.

Supplemental Material for Child, Family, and School Characteristics Related to English Proficiency Development Among Low-Income, Dual Language Learners

Supplemental Material for Child, Family, and School Characteristics Related to English Proficiency Development Among Low-Income, Dual Language Learners

Child, family, and school characteristics related to English proficiency development among low-income, dual language learners.

Little is known about 2nd language development among young, low-income, language-minority children. This article examined the longitudinal English development of low-income, dual language learners (DLLs) in Miami (n = 18,532) from kindergarten through 5th grade. Growth curve modeling indicated that social skills, good behavior, Spanish (L1) competence in preschool, having a mother born in the United States, and attending larger schools with fewer DLLs were associated with higher initial levels of English proficiency in kindergarten and/or steeper growth over time. Survival analyses indicated that it took about 2 years for half of the sample to become proficient in English according to the school district's criterion. Higher initial proficiency in kindergarten, not receiving free/reduced lunch, not being Hispanic or Black, strong cognitive, language, and socioemotional skills at age 4, and maternal education were associated with faster attainment of English proficiency. It is important for teachers, parents, researchers, and policy makers to understand that DLL students come from diverse backgrounds and that poverty and other factors influence the speed of English language development for DLLs.

ENGLISH MEDIUM INSTRUCTION IN THE PRIVATE UNIVERSITIES IN BANGLADESH

Normal 0 false false false EN-US X-NONE X-NONE Abstract : As it is viewed English Medium Instruction (EMI) at tertiary level has emerged as a big educational issue in Bangladesh as well as many parts of the world. Hence, the present trend of Bangladeshi higher education has assessed some crucial reasons of the extended use of English as a medium of instruction. Although education researchers in other countries have worked in this area to understand this educational issue, there has been very little research on EMI at tertiary level in Bangladesh. That is why, this study reports a case study involving teachers and students in a private university in Bangladesh by critically examining the language practice and implementation of EMI policy within the context of Bangladeshi higher education. Based on the analysis of interview data, it is argued that through their language practices and beliefs students and teachers constructed their perception towards the accomplishment of EMI policy, educational choice and effectiveness of EMI policy. It is suggested that implications of MOI policies world-wide and the national level practices of students’ content knowledge and English proficiency development in a globalizing world where English is widely believed to hold mammoth prospective for individuals and societies because of its role in human capital development. /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0cm 5.4pt 0cm 5.4pt; mso-para-margin-top:0cm; mso-para-margin-right:0cm; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"Times New Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;}

Medium of instruction policies and language practices, ideologies and institutional divides: voices of teachers and students in a private university in Bangladesh

The use of English as a medium of instruction (MOI) in polities across the world has drawn attention of language policy and planning scholars and researchers. Increasingly, research on MOI policy and practice focuses on how macro-level policies are translated into action by ‘actors’ including teachers and students in the micro-context. However, there has been limited research on teachers' and students' language practices and ideologies that potentially reproduce divisive MOI policies for different sectors of education. This article reports a case study involving teachers and students in a private university in Bangladesh to illustrate how national MOI policies provide a framework for actors in the micro-context to construct identities for languages and institutions by means of ‘othering’. Higher education in Bangladesh is divided between the public and private sectors and the divide is marked by MOI – English and Bangla in the former and English only in the latter. Based on our analysis of interview data, we argue that through their language practices and beliefs, students and teachers construct hierarchies of languages and institutions, using the rules of self- and other-representation and thereby perpetuating the macro-level divide. We suggest implications of the macro-level MOI policies and micro-level practices for students' content knowledge and English proficiency development in a globalizing world where English is widely believed to hold immense potential for individuals and societies because of its role in human capital development.

St Aying Abroad with the Family

AbstractThe present paper deals with second language learning in an increasingly common type of situation: the one encountered by children of families that move to a different country for a limited period of time. These children enjoy a learning experience that provides them with a naturalistic setting for full immersion in the language community as well as formal instruction at school. The paper presents a case study that investigates the longitudinal development of English proficiency in two Catalan-Spanish bilingual siblings during a year’s stay abroad with their family. Specifically, the study measures gains in the two learners’ written productions in English by examining the development of the dimensions of fluency, syntactic complexity, lexical diversity and accuracy. The findings highlight the variability inherent in L2 development and the possible effects of proficiency level on the language gains. In addition, the on-site observation provides insights into the qualities of the stay abroad experience that also help explain the results.

English in Bilingual Programs in the Basque Country

This paper focuses on bilingual and trilingual education in the Basque Autonomous Community in Spain, where Basque and Spanish are official languages. The use of Basque as the language of instruction is widespread and there is a trend to introduce English as a third language from a very early age. The paper also discusses the use of English as an additional language of instruction within the bilingual system and the teaching conditions. It also summarizes the results of research on multilingual schooling in the Basque Country, which has focused on different areas such as the development of proficiency in Basque and Spanish, the effect of bilingualism on third-language acquisition, the effect of early instruction on the development of proficiency in English or other languages and on the cognitive development. Finally, some of the challenges that the Basque educational multilingual system will have to face in the course of the next years are considered.

Instruction and Exposure: How Do They Contribute To Second Language Acquisition?

ABSTRACT Adults have access to two distinct approaches to develop their second language competence. These are instruction and exposure (Krashen 1982). Both approaches contribute to second language acquisition in their unique ways. This article describes how they contributed to the development of oral proficiency in English as a second language in mutually exclusive learning situations in Nepal.There were 58 randomly selected subjects in the study, who came from two distinct groups. The first group was composed of people who had learned English mainly through formal classroom instruction with grammar‐based approaches. The second group was composed of people who had learned English mainly through informal contact with English‐speaking people. English speech samples were collected through personal interviews and presentations based on visual materials. These oral responses were judged holistically by five independent judges. They were also analyzed by means of grammar and fluency‐related errors. Data were analyzed using t‐tests and correlation procedures.The main finding was that both instruction and exposure contributed to second language acquisition in their own unique ways. The former seemed to promote accuracy and the latter fluency. For communication purposes, however, fluency seemed to be more critical than accuracy.

The English of adolescent and young adult Vietnamese refugees in the United States

Abstract: Since the fall of Saigon in 1975, significant numbers of Vietnamese refugees have been arriving in the United States. The current situation gives rise to unique laboratory for observing the development of a variety of English, given the social circumstances that led to the abrupt influx of refugees. Based on sociolinguistic interviews with over 90 subjects in Northern Virginia, Christian et al. (1983) have described the ethnographic aspects of language usage and maintenance and the development of particular phonological amd grammatical features of English among four different age groups (10–12, 15–18, 20–25 and 35–55), and two different lengths of residency groups (1–3 and 4–7 years of residency) of Vietnamese immigrants. Language values and attitudes encourage both the use and maintenance of Vietnamese in some situations as well as the development of English proficiency. The specific investigation of English structures such as plural, third person singular absence, multiple negation, and unmarked tense indicates that the emerging variety is resisting diffusion from the nonstandard dialects of English while perpetuating some modification of English structures that may give rise to a unique ethnic variety of English.