標(biāo)題: Titlebook: English Language Education Policy in Asia; Robert Kirkpatrick Book 2016 Springer International Publishing Switzerland 2016 English languag [打印本頁] 作者: 能干 時(shí)間: 2025-3-21 16:55
書目名稱English Language Education Policy in Asia影響因子(影響力)
書目名稱English Language Education Policy in Asia影響因子(影響力)學(xué)科排名
書目名稱English Language Education Policy in Asia網(wǎng)絡(luò)公開度
書目名稱English Language Education Policy in Asia網(wǎng)絡(luò)公開度學(xué)科排名
書目名稱English Language Education Policy in Asia被引頻次
書目名稱English Language Education Policy in Asia被引頻次學(xué)科排名
書目名稱English Language Education Policy in Asia年度引用
書目名稱English Language Education Policy in Asia年度引用學(xué)科排名
書目名稱English Language Education Policy in Asia讀者反饋
書目名稱English Language Education Policy in Asia讀者反饋學(xué)科排名
作者: 煩擾 時(shí)間: 2025-3-21 23:38 作者: 使糾纏 時(shí)間: 2025-3-22 02:40 作者: Overthrow 時(shí)間: 2025-3-22 05:43 作者: 講個(gè)故事逗他 時(shí)間: 2025-3-22 10:25 作者: perjury 時(shí)間: 2025-3-22 13:27
https://doi.org/10.1057/978-1-137-55643-1anguage policy. Cambridge University Press, Cambridge, 2004; Spolsky. What is language policy? In: Spolsky B (ed) The Cambridge handbook of language policy. Cambridge University Press, Cambridge, pp. 3–15, 2012), and uses this view to describe and analyze English language education policies in China作者: perjury 時(shí)間: 2025-3-22 21:08 作者: 微粒 時(shí)間: 2025-3-23 00:01
. Traditionally, the focus of teaching and testing has been on reading and writing. The emphasis on speaking and listening skills are driven by societal demand and an evaluation program. Students’ desire to learn English as a second or first language rather than a foreign language is shown by the dr作者: Diatribe 時(shí)間: 2025-3-23 03:27
https://doi.org/10.1057/9780230119642ere has been a dramatic change in English language curricula in the secondary education sector during the past decade. This change has much been driven by the ideological and political agenda instead of pedagogical benefits of interested stakeholders (e.g., students, teachers, and parents). This is 作者: 離開真充足 時(shí)間: 2025-3-23 08:25
Conference proceedings 20061st editionon Plan to Cultivate Japanese with English Abilities” launched in 2003, the implementation of “Foreign Language Activities” in elementary schools in 2011, the “Global 30” Project in higher education to promote English-medium learning in 2009 and the 2013 implementation of the revised national senior作者: 金絲雀 時(shí)間: 2025-3-23 10:40
https://doi.org/10.1007/978-1-4419-0528-4ultural, economic and political context..It will move from a general description of Malaysian education policies to the specifics of the education system including various school types, curriculum and daily teaching practices. Observations regarding the acquisition of the country’s major languages (作者: 記憶法 時(shí)間: 2025-3-23 13:54
The Local Prevention of Terrorismng the current language policy in Nepal’s multilingual context, I also discuss how this policy reproduces social inequalities between the rich and the poor, and how it negatively affects children’s access to the academic content. My analysis shows that the current de facto English language policy is作者: 反復(fù)拉緊 時(shí)間: 2025-3-23 18:50
https://doi.org/10.1007/978-94-010-2960-5 intense class consciousness, parents from the lower, lower middle or working strata of society aspire to enroll their children in the English-medium schools. Public demand for English medium schooling has led to an exponential growth of low-fee/low-cost schools over the last two decades where “by t作者: 起波瀾 時(shí)間: 2025-3-23 22:49 作者: 書法 時(shí)間: 2025-3-24 04:48
https://doi.org/10.1057/9781137522658 wider sociohistorical, sociocultural and sociopolitical analysis, critically evaluates the English-knowing bilingual school policy in Singapore. Implemented in 1966, the English-knowing bilingual policy was made mandatory for all students in Singapore to study English as a ‘First Language’ and a ‘m作者: mucous-membrane 時(shí)間: 2025-3-24 07:23 作者: mitral-valve 時(shí)間: 2025-3-24 12:00
https://doi.org/10.1007/978-1-137-56558-7to some of the key historical aspects that led to the current situation. One of the key factors that is explored is the role of English as a link language as imbued in the constitution of Sri Lanka and its significance in the development of English language teaching and learning in the country. For 作者: Introvert 時(shí)間: 2025-3-24 16:28
https://doi.org/10.1007/978-94-010-3511-8 of Portuguese as the co-official language (with Tetun) is understandable in light of the country’s recent troubled relations with Indonesia and with a wish to distinguish itself from English speaking Australia to the south, it also marks Timor-Leste as different in a region where an emphasis on Eng作者: 600 時(shí)間: 2025-3-24 19:03 作者: Manifest 時(shí)間: 2025-3-25 01:24 作者: 拍翅 時(shí)間: 2025-3-25 04:59
978-3-319-79400-6Springer International Publishing Switzerland 2016作者: 針葉 時(shí)間: 2025-3-25 11:06
English Language Education Policy in Asia978-3-319-22464-0Series ISSN 1571-5361 Series E-ISSN 2452-1027 作者: 滔滔不絕地講 時(shí)間: 2025-3-25 12:09 作者: Anemia 時(shí)間: 2025-3-25 16:23 作者: 改變 時(shí)間: 2025-3-25 21:27 作者: Paradox 時(shí)間: 2025-3-26 02:11
Book 2016cies and how they play out in practice in the education system, in schools, in the curriculum, and in teaching. Topics covered include the balance between the acquisition of English and the national language, political, cultural, economic and technical factors that strengthen or weaken the learning of English.作者: 閑逛 時(shí)間: 2025-3-26 04:40 作者: 有其法作用 時(shí)間: 2025-3-26 11:12
pedagogy or teacher education. In a society where English proficiency guarantees economic and social upward mobility, much greater investment in research that informs policy and practice is necessary but does not seem to be forthcoming.作者: adhesive 時(shí)間: 2025-3-26 14:54
The Local Prevention of Terrorismcreased tensions between the local and global ideologies by showing that the English language policy contradicts the Ministry of Education’s mother-tongue-based multilingual education (MTB-MLE) policy, the latter of which aims to promote the use of local languages as the medium of instruction up to Grade 3.作者: 體貼 時(shí)間: 2025-3-26 20:15 作者: NICE 時(shí)間: 2025-3-26 22:27
English Education Policy in India, pedagogy or teacher education. In a society where English proficiency guarantees economic and social upward mobility, much greater investment in research that informs policy and practice is necessary but does not seem to be forthcoming.作者: Pelvic-Floor 時(shí)間: 2025-3-27 01:22
Local-Global Tension in the Ideological Construction of English Language Education Policy in Nepal,creased tensions between the local and global ideologies by showing that the English language policy contradicts the Ministry of Education’s mother-tongue-based multilingual education (MTB-MLE) policy, the latter of which aims to promote the use of local languages as the medium of instruction up to Grade 3.作者: 大范圍流行 時(shí)間: 2025-3-27 08:36 作者: 斜坡 時(shí)間: 2025-3-27 10:57 作者: Pillory 時(shí)間: 2025-3-27 17:32 作者: Enthralling 時(shí)間: 2025-3-27 20:50 作者: 小母馬 時(shí)間: 2025-3-27 22:30 作者: insightful 時(shí)間: 2025-3-28 02:58 作者: WATER 時(shí)間: 2025-3-28 09:26 作者: 貞潔 時(shí)間: 2025-3-28 10:34
English Education Policy in India,. Traditionally, the focus of teaching and testing has been on reading and writing. The emphasis on speaking and listening skills are driven by societal demand and an evaluation program. Students’ desire to learn English as a second or first language rather than a foreign language is shown by the dr作者: 丑惡 時(shí)間: 2025-3-28 14:44 作者: Incommensurate 時(shí)間: 2025-3-28 21:07 作者: fleeting 時(shí)間: 2025-3-28 23:33 作者: overrule 時(shí)間: 2025-3-29 04:15
Local-Global Tension in the Ideological Construction of English Language Education Policy in Nepal,ng the current language policy in Nepal’s multilingual context, I also discuss how this policy reproduces social inequalities between the rich and the poor, and how it negatively affects children’s access to the academic content. My analysis shows that the current de facto English language policy is作者: 提升 時(shí)間: 2025-3-29 08:05 作者: Gerontology 時(shí)間: 2025-3-29 12:52
English Language Education in the Philippines: Policies, Problems, and Prospects, Philippine government to revamp the country’s educational system. Such revamp involves a review of the effectiveness of English language education (ELE) in the country, which may be described as currently at a crossroads, as stakeholders strive to address issues of developing the English language c作者: crease 時(shí)間: 2025-3-29 18:18 作者: Mindfulness 時(shí)間: 2025-3-29 21:52 作者: Geyser 時(shí)間: 2025-3-30 01:16 作者: palette 時(shí)間: 2025-3-30 06:07
English Language Education Policy in Timor-Leste, of Portuguese as the co-official language (with Tetun) is understandable in light of the country’s recent troubled relations with Indonesia and with a wish to distinguish itself from English speaking Australia to the south, it also marks Timor-Leste as different in a region where an emphasis on Eng作者: 合唱團(tuán) 時(shí)間: 2025-3-30 10:17
English Education Policy in Thailand: Why the Poor Results?,uction of education reform through the National Education Act (NEA) of 1999, the Ministry of Education in Thailand sought to improve education standards in Thailand at all levels. Moreover, to prepare the nation to compete with other nations in the era of globalization, emphasis on English language 作者: 積習(xí)難改 時(shí)間: 2025-3-30 16:01 作者: exacerbate 時(shí)間: 2025-3-30 19:05 作者: CAB 時(shí)間: 2025-3-30 21:04
,English Language Education Policies in the People’s Republic of China,f the current English language curriculum at the various levels of China’s education system. This chapter also assesses the effects of English language education policy on language practices, in terms of the use of English within China and levels of English language proficiency. Finally, it outlines作者: 采納 時(shí)間: 2025-3-31 01:23
English Language Education Policy and the Native-Speaking English Teacher (NET) Scheme in Hong Kongeme officially introduced in 1997 is one of the measures taken as part of the language enhancement policy. This chapter presents research findings about NETs’ experiences while participating in the Scheme and it highlights how English language education policy in Hong Kong has been influenced by var作者: Spinous-Process 時(shí)間: 2025-3-31 06:31 作者: Aerate 時(shí)間: 2025-3-31 10:30 作者: 招待 時(shí)間: 2025-3-31 16:57 作者: musicologist 時(shí)間: 2025-3-31 17:58
English Language Education in the Philippines: Policies, Problems, and Prospects, in the implementation of genuine reform. In addition, ELE has been implemented at the expense of literacy in the mother tongues. This chapter provides an overview of how ELE in the Philippines is evolving – learning from past mistakes and preparing for the future. The chapter is divided into five m作者: Orgasm 時(shí)間: 2025-3-31 21:39
,Singapore’s English-Knowing Bilingual Policy: A Critical Evaluation,glish standards, the prevalence of Colloquial Standard English or Singlish in schools, the lack of English proficiency of English teachers, the decline of Chinese literacy amongst Chinese students, the loss of Chinese-medium education, the inequalities between the English-speaking and Chinese-speaki作者: 加入 時(shí)間: 2025-4-1 05:34
