This paper is based on a study that was done to explore the perspectives of teacher candidates and faculty members of teacher education programs of a university of Arizona. The purpose of the study was to look into K-...This paper is based on a study that was done to explore the perspectives of teacher candidates and faculty members of teacher education programs of a university of Arizona. The purpose of the study was to look into K-12 language teacher education programs in the backdrop of globalization. The data of the study came from a sample of 200 prospective teachers/candidates and students, and 24 faculty members/program administrators of teacher education programs of a university of Arizona. The results of the study showed that the majority of teacher candidates felt underprepared to teach diverse student populations. Similarly, most participants expressed their concerns over English-only policy of Arizona and they reported it as a major barrier for the education of English language learners.展开更多
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 Engl...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.展开更多
文摘This paper is based on a study that was done to explore the perspectives of teacher candidates and faculty members of teacher education programs of a university of Arizona. The purpose of the study was to look into K-12 language teacher education programs in the backdrop of globalization. The data of the study came from a sample of 200 prospective teachers/candidates and students, and 24 faculty members/program administrators of teacher education programs of a university of Arizona. The results of the study showed that the majority of teacher candidates felt underprepared to teach diverse student populations. Similarly, most participants expressed their concerns over English-only policy of Arizona and they reported it as a major barrier for the education of English language learners.
文摘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.
