The Influence of the First Language （Arabic） on Learning English as a Second Language in Jordanian Schools, and Its Relation to Educational Policy： Structural Errors

This study was conducted to investigate the influence of the L 1 （first language） （Arabic） on learning ESL （English as a second language） in Jordanian schools, and its relation to education policy. The sample of the study consisted of 266 high school graduates Jordanian students in the academic year 2013-2014. A translation test consisted of 24 items and divided to eight areas was constructed to arrive at the objectives of the study. The study concluded that the percentage of total errors committed by the study sample in all areas exceeds percentage of correct answers （wrong answers is 52.48＇%, correct answers is 47.52%）, and the students committed more transfer errors in the types of verb to be, addition to, andpassive voice than other types of errors as a result of the effect of the L1.

Gifted Students’Special Educational Programs in France:An Analysis of Students’Needs as Perceived by Headmasters-A Secondary Publication

Some French public middle schools offer gifted students the opportunity to pursue their education in general classes,while benefiting from specific facilities within the framework of a dedicated educational program.In this study,we sought to identify and analyze the needs of these students as perceived by the headmaster of each middle school involved.The results highlight two main student needs,common to all these programs(uneasiness and difficulties in peer relationships)as well as needs specifically mentioned by some headmasters(non-adaptive behavior).

Chinese Educational Policy Research:The Arduous Formation of a Research Paradigm

Purpose:Through combing the 40 years’history of the development of Chinese educational policy research,this article attempts to sort out the efforts and lessons learned by researchers in the field of education policy in China.Design/Approach/Methods:As one of the earliest scholars engaged in the study of Chinese education policy,based on the academic publications,symposia,and thematic research,the author has found efforts in four directions in the field:proposals for policy-oriented research and research-oriented policy,disciplinization-based endeavors,empirical research on theory-guided educational policy,and guidance on major educational policy research topics and a think tank for educational policy decisions.Findings:This article argues that there is now a correspondence among the ideas,themes,forms,and frameworks of the educational reform promulgated by the government in recent years that have appeared in educational policy research,but there is no clear demarcation of what makes an educational policy researcher;no stable academic community has been formed that might strive together toward the foundation of a disciplinary paradigm,the rational organization of academic ideas,and the establishment and handing over of a theoretical framework to a succeeding generation.Originality/Value:This article takes a step back to claim that a paradigm for Chinese educational policy research is still nascent in the arduous process of formulation.

Development of International Chinese Language Education in Iran:An Analysis in the Context of Iran’s Foreign Language Policy Characteristics

This paper focuses on examining the relevant policies concerning Chinese language education within Iran’s foreign language education policy framework from the perspective of its historical context.By analyzing the characteristics of Iran’s foreign language policy and the current situation of Chinese language teaching in Iran,this paper studies the future development of international Chinese language education in Iran.

A comparative analysis of information literacy curriculum standards in the educational programs of high schools in China and in the United States

Our study aims to take a closer look at China's current information literacy(IL) program standards at secondary schools and to analyze their level of success and/or failures in a comparative way with those of the United States in terms of fulfilling their each other's mission-oriented mandates. Our research findings show that China's current IL standards of high schools contain a disproportionate emphasis on information technology(IT). Moreover, the stipulations of these IL standards are narrowly construed and without being solidly grounded on a broad and comprehensive educational perspective. We also suggest that there are two underlying causes for this set of unsound IL standards in China.Firstly, there is a lack of collaboration between two major competing forces engaged in the curricular development and research of IL in China: Those professionals in educational IT discipline vis-à-vis those in Library and Information Science. Secondly, library professionals have a very limited influence on major socio-cultural policies, even at their own institutions. As a result, this paper recommends the following three possible measures,which may help remedy this situation strategically: 1) Establishing a set of new IL curriculum standards based on an IL-centered educational perspective; 2) establishing a teacher-librarian's training program to promote school librarians' role in IL education; and 3) strengthening the research and development of an online IL education program and an accompanied evaluation mechanism.

Reflections on Foreign Language Education Policy Reform in China Under the Background of“One Belt and One Road”Initiative

The initiative of“One Belt and One Road”is an important development strategy under the new normal economic background of China,and foreign economic development relies heavily on foreign language talents of the nation.However,the current foreign language education in China has faced problems from a shortage of compound foreign language talents,inadequacy of foreign languages offered,and imbalanced regional development.Given that the initiative has higher requirements for cultivating foreign language talents,we hold that China’s current foreign language education policy may reform from conducting theoretical studies of foreign language teaching,offering more foreign languages and enhancing professional development of teachers.Conversely,China’s foreign language talents can contribute more to the effective and smooth implementation of the“One Belt and One Road”initiative.

Native-speakerism in China:An Investigation of Foreign Language Education Policy and Learners’Attitudes

With the development of globalization,the use of English is no longer restricted to native speaker(NS)but also widely spread to non-native speaker(NNS).The importance of English learning is also acknowledged by Expanding and Outer Circle,and English as a foreign language(EFL)education plays a significant role in China’s education.Admitting the fact that non-native English teachers(NNESTs)take up a large proportion of English teachers,English language teaching(ELT)is still greatly influenced by native-speakerism.This research aims to investigate language ideologies reflected in Chinese foreign language education policy(FLEP)at higher education level,and Chinese English learners’attitudes towards native-speakerism and English teachers.A mixed method of policy analysis and survey is adopted in this research.After conducting analysing two FLEPs in higher education level,it is found that linguistic instrumentalism is the prominent language ideology,although native-speakerism and standard English ideology is implicitly demonstrated.Questionnaire is used to investigate 58 Chinese English learners’attitudes,revealing that most participants do not demonstrate bias towards either NESTs or NNESTs.Instead,the strengths and weaknesses of both NEST and NNEST are identified,though participants adhere to native-speakerism in terms of English variety.Overall,English learner’s attitudes are consistent with language ideologies in FLEPs.This research may provide implications for future studies on addressing native-speakerism in Chinese FLEPs,as well as relationship of students’attitudes and language policies.

Contribution of International and Comparative Approach to the Policy and Practice of Teacher Education

This study intends to identify the value and pitfalls of international and comparative approach for the policy and practice of teacher education.The structure of this article proceeds as follows:the first section focuses on explaining the meaning and the values of international and comparative approach;based on previous discussions,the second section makes a more in-depth analysis of the values of international and comparative approach to teacher education from five key themes;the final section of this article proposes and interprets the drawbacks of international and comparative approach in teacher education.

Book Review of Developing Multilingual Education Policies:Theory,Research and Practice Edited by Michal Tannenbaum,and Elana Shohamy,London&New York:Routledge,2023,PP.208,$135.ISBN:978-0-367-61989-3(hbk)

In the book review,the author introduced the latest theoretical and practical endeavors by Isreali scholars to tackle challenges posed by multilingualism.Michal Tannenbaum and Elena Shohamy conducted a comprehensive examination of the Isreali social and educational context,setting the stage for their proposal of a new multilingual policy.The new multilingual education policy has been formulated on the basis of extensive domestic and overseas research and empirical investigation,it is expected to be offer some insights into promoting multilingualism and social justice in both Isreal and the world.

Determining Administrative Costs in Greek Public Administration

The purpose of this paper is to approach the administrative costs in the field of education and to answer questions such as:How are administrative costs measured and evaluated?Is it taken into account in the analysis of policy options?Administrative costs affect all areas of public education and absorb a large part of the state budget appropriations intended for education.Through the presentation of the general and specific objectives but also the European participation in the rational management of the management costs of the educational units,we lead to a holistic approach to the operational costs of the education that is part of the social costs.

A Comparative Study of the Value Orientations of Foreign Language Education Policies in China and the United States in the 21st Century

Since the 21 st century, both Chinese Mainland and the United States have formulated foreign language education policiesbased on their national needs. This paper makes a comparative study of the value orientations of foreign language education poli-cies in Chinese Mainland and the United States in the 21 st century and finds that both China and the United States have regardedtheir national interests as the essential value orientation of their foreign language education policies. To be specific,the core valueorientation of foreign language education policies in China is to enhance its cultural soft power.In contrast,the core value orienta-tion of foreign language education policies in the United States is to safeguard its national security. Through the comparison of thedifferent value orientations of foreign language education policies of the two countries, the paper provides some reference for the for-eign language education policy-making in Chinese Mainland.

The Investigation of Executive Condition of Minority Regions＇ Special Education Policies： The Case of Du＇an Autonomous County

The unbalance development of education is a widespread problem around the world, and the most outstanding of it is the lag of the education development of minority regions. For the sake of developing the education of minority regions, the government adopted a lot of policies and measures, enacting special education policies is the important matter among them. The paper tries to take Du＇an autonomous county, Guangxi autonomous region as a case to explore the problems in the executive condition of minority regions＇ special education policies, and gives the suggestion for the government to accelerate the education development of minority regions.

＂Half-a-Day＂ Syndrome： A Mode of Internalization of Vocational and Technical Education by the Youths in the 20th Century Nigeria

This research focused on ＂half-a-day＂ as a mode of internalizing vocational and technical education by the youths in Nigeria. It traced the origin of ＂half-a-day＂ linking it with the ingenuity of the youths to make the formal education that they have acquired operational. It also discussed the traditional education with its apprenticeship system as being modified through the ＂half-a-day＂ syndrome. The study is historical and descriptive therefore, social survey method was employed using unscheduled interview and consulting relevant literature. It was discovered that, apart from the failure of the educational system due to lack of proper infrastructure, the youths, especially those from the lower class, have reasoned that the salaries from the white-collar jobs may not be enough to sustain them. It is, therefore, recommended, among others, that： Government can institutionalise the ＂half-a-day＂ as a form of summer school and certify both the centres of learning and learners.

Research on the Dynamic Relationships among Taiwan’s Early Childhood Education and Its Stakeholders: The System Dynamics Perspective

In Taiwan,the low birth rate has become one of the most critical problems faced by the government and educational institutions at all levels.The enrolling student number of kindergartens perhaps is the most directly affected by such trend.The purpose of this study aims at constructing a system dynamics model to depict the relationships between the preschool children and their stakeholders for deducing the evolutionary trends of,and the interactions of,governmental policies and the operations of the early childhood education institutions.Through the interpretation of policies and simulation analysis of the twenty-year growth trend related to the child population in Taiwan,this study found that governmental policies and the promotion of education and care services have a positive effect on the growth of all levels of kindergarten classes.Besides,the relationship between the education and care service staff and the kindergarten play a causal balancing role in our proposed model.We suggest that the system dynamics model proposed by this study can help to observe the dynamic relationships formed by the stakeholders in preschool education and care system based on the“joint responsibility”of Taiwan’s early childhood education.

“Real People” is the Core View of the Materialization of the Object of Patriotic Education

The object of patriotism education is the people,who are the creators of the spirit of patriotism and constantly add new connotations to it.Historical activities are the activities of the masses,with the deepening of historical activities,it will be the expansion of the masses.Patriotism education is an important part of ideological and political education activities,and it is the stage that cannot be crossed to realize the real community.

Why is English Learned in China？

English is widely taught and learned in China nowadays. Wherever you go, you may find English language is taught and learned as a compulsory course from the third year of primary school onwards from 2001. In addition, adults who have not had any education in English before are now encouraged to take up English lessons in formal teaching or take English courses in self-taught ways. Why English is so widely learned in China？ This research will help us to find the factors encouraging this phenomenon either from the historical background, or from our education policies and people＇s learning motivation.

What Efforts has the Chinese Government Made to Reduce Educa­tional Inequality in Poor Areas?

Since the founding of the People’s Republic of China in 1949,China’s per capita education level has risen from less than two years to 9.91 years.However,as the province with the lowest per capita education level in China,Tibet has only reached the level of 6.75 years per capita.This illustrates the worrying educational inequality that still exists between China’s poorer and more developed regions.This educational inequality can also be expressed by the Gini coefficient of education.In order to eliminate this educational inequality,the Chinese government has made great efforts.The Chinese government has expanded the demand for education through the right incentive system and the nine-year compulsory education law.On the other hand,the Chinese government directly or indirectly grants subsidies to education suppliers and demanders to achieve the purpose of increasing education output.Based on the positive externality of education itself,the Chinese government attaches great importance to the cultivation of human resources for offspring,and hopes to transform China’s quantity-based demographic dividend into quality-based demographic dividend,and finally realize sustained economic growth.We believe that some education-related policies promulgated by China have indeed reduced educational inequality in poor areas to some extent,but there is still potential for progress in further addressing educational inequality in poor areas by the Chinese government.

Reviewof China's Online Education Policy,1999-2022

Purpose:This study traces the development of China's online education policy over the past 20 years.Design/Approach/Methods:Employing a textual research method,this study examines online education policymakers,policy content and influence,and related policies and regulations.Findings:This study identifies the starting point of China's online education policy and divides its development into four stages:namely,the pilot exploration stage(1999-2002),the standard development stage(2002-2012),the transformation stage(2012-2017),and the governance improvement stage(2017-present).Policy development reflects three characteristics:the need to meet the requirements of the times,shifting from a single management to multiple governance approach,and developing from one object for some people to one object for everyone.Current policy focuses on regulating institutions,content,and products,as well as guiding social capital to participate in online education.Originality Nalue:This study systematically analyzes the development of China's online education policies,discerns policy characteristics,and identifies current policy priorities.In doing so,this study enhances our understanding of the current status and potential needs of online education in China so as to promote its development from the perspective of education policy and governance.

Comparative Study on the Recognition of English-Only Classes by Native English Speakers in Korean and Taiwan Residents Elementary Schools

This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt English education and policy toward globalization. First of all, the two initiated mandatory elementary English education and then acknowledged the significance of English CLT （Communication Language Teaching）. Thus, curriculum and policy for English education based on globalization oriented to the introduction of English native speakers and English-only classes. Based on these situations, Korea created EPIK （English Program in Korea） and NEST （Native English Speaking Teacher） respectively for inviting English native teachers. In the similar educational conditions, the recognitions of elementary school students of Korea and Taiwan regarding on English-only classes by native English speakers showed the relatively meaningful results. Compared with Taiwan Residents students, first, Korean students have greater ability in understanding of English-only class. Second, Korean students respond that native English speaking teachers＇ class helps them improve English better. Third, Korean students tend to use Korean and English together to improve their understanding. Fourth, Korean students respond English-only class reduces fear about English. Fifth, Korean students experience less difficulties in communicating with native English speaking teachers due to culture differences. Korean elementary students relatively have a higher understanding rate about native English speaking teacher＇s class.

The Impact of Bilingual Education on Minority Students’Language Skills and Cultural Identity

This study investigates the impact of bilingual education on the language skills and cultural identity of minority students.Through a mixed-methods approach,combining quantitative proficiency tests and qualitative interviews,the research provides a comprehensive analysis of the effects of bilingual education.The results indicate that bilingual education significantly enhances students’proficiency in both their native and second languages,while also fostering a strong sense of cultural identity and pride.The qualitative data reveal that bilingualism serves as a bridge between cultures,allowing students to integrate elements from both cultures into their identities.Despite the observed benefits,challenges such as language attrition and societal pressures towards assimilation are discussed.The study concludes with recommendations for policy and educational practices to maximize the potential of bilingual education,emphasizing the importance of linguistic and cultural diversity in fostering inclusive educational environments.Future research directions are suggested to explore long-term outcomes and the role of technology in bilingual education.