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在全球化快速的腳步之下，英語教育逐漸受到非英語系國家的重視。各國政府紛紛將英語納入國小必修課程之中。為了提升孩童英語能力，各國更是積極引進外籍教師。因此，外籍教師的教學開始受到關注(Arva & Medgyes, 2000; Barratt & Kontra, 2000)。然而，許多國內研究皆顯示引進外籍教師的成效無法完全彰顯。其原因除了外師缺乏教學經驗與技巧之外，外師的流動率也是主因之一(林怡瑾,2002;周美瑜,2005;溫智雄,2006;陳錦芬,2007)。本研究以個案研究方式探討一位美籍英語教師，Bert，在台超過十四年的英語教學經驗以及其教學現況。本研究採取質性研究法，透過訪談、教室觀察與文件分析收集資料，並討論三個議題：(1)Bert的教學經驗及其影響，(2)Bert的教室教學、教學成效以及教學問題，(3)Bert在台所遇到之困難。本研究結果顯示Bert豐富的教學經驗、認真的教學態度、以及積極的面對困難的個性使得他能成功在台灣長期從事英語教學。最後，依據本研究結果，針於在台外籍英語教師以及政策制定者，進一步提供相關建議，以作為未來外籍教師在英語教學專業成長上，以及政府外籍教師引進政策制定及修訂之參考。 / With the rapid pace of globalization, many Asian governments have introduced English education to elementary school curriculum with the recognition of the importance of English. Meanwhile, many native English-speaking teachers (NESTs) have also been recruited to teach local students to enhance their English competence. However, many studies indicate that the effect of recruiting NESTs has been reduced because of NESTs’ insufficient professional knowledge and their high turnover rate (Lin, 2002; Chou, 2005; Wen, 2006; Chen, 2007). Thus, the purpose of this research is to investigate the teaching of one American English teacher, Bert, who has taught English in Taiwan for over fourteen years. A qualitative research method was adopted in this case study. Data were collected through interviews, classroom observation and document analysis to discuss three issues concerning Bert’s teaching experience: (a) his past teaching experience, (b) his current classroom practices, teaching effectiveness, teaching problems and (c) the difficulties he encountered in Taiwan. The study concluded that although Bert began his teaching with insufficient EFL teaching knowledge and skills, his rich experience, serious teaching attitude and his positive personality toward the difficulties he encountered in Taiwan have enabled him to successfully teach English in Taiwan. Finally, pedagogical implications and suggestions derived from the discussions were offered to the NESTs in Taiwan for professional growth and to the government for policy-making.

Thesis (M.A. (Drama))--University of the Witwatersrand, Faculty of Humanities, Wits School of Arts, 2016 / This report is the final piece of a performance as research project exploring what it means to be white and English-speaking at the southern tip of Africa. The report is coupled with an autobiographical one man play about myself. The play explores, through a series of monologues, what it means for me to be a white South African. It moves from the specifics of my life to more general assumptions about whiteness and back again. This report runs parallel to the play almost as an extension of it working in dialogue to explore complicity and identity. As an extension of the creative project I have chosen to negate traditional chapters and style for more poetic language intertwined with analytical thinking, which links into the style of the play. The idea behind this is that every world, be it, performance onstage or analytical report writing is merely a part of the continuum called life and by blurring the lines between these it is easier to fuse the learning and the living into a cohesive whole. The creative research shows how the rehearsal and performance process of theatre-making helps to strip away the deceptions that people tell themselves making them complicit in the injustice of post-apartheid white privilege but in doing this it also creates a space where people can feel safe to dialogue about this complicity. / GR2017

This study explores how English-speaking migrant parents in Sweden value transnational and linguistic cultural capital, and how they draw upon their own cultural resources in order to help their children acquire these forms of capital and inculcate a habitus. Bourdieu’s theory of cultural capital, social capital and habitus are used in a qualitative study in order to investigate how parents cultural capital was valued in the new cultural context, how they acquired new, more relevant capital for themselves, and how this shaped the aims, expectations and strategies they had to help their children acquire valued forms of capital.  Despite possessing a valuable form of linguistic capital, parents sometimes felt themselves to be limited within the Swedish setting, however this was justified due to the opportunities seen to be available for their children. Parents expressed they wished their children to develop a global perspective and develop skills and knowledge that would allow them to operate in transnational settings. In a rapidly changing world, it was difficult to know which skills would be required, but due to their knowledge of multiple national contexts, they felt that they were in a good position to help their children acquire the forms of capital that had been useful for them in their own experiences of migration. The parents negotiated these multiple national settings, taking what they saw as valuable from each, thereby helping their children’s acquisition of both linguistic and transnational capital.

The purpose of this exploratory study was to examine the understandings and perceptions that West Indian parents and caregivers residing in the U.S. have about U.S. public schools. A second purpose of this study was to examine the consistency between these findings and the cultural-ecological theory advanced by Ogbu (1974) which posits that immigrant minorities to the U.S. hold different perceptions and expectations in relation to U.S. schools. Using interviews with 13 families in the Tampa Bay area, the study examined West Indian parents' and caregivers' understanding of the American public schooling process, expectations for education, role beliefs, and roles they played in their children's schooling. Several themes emerged from the interviews regarding these areas. These themes included: families viewed education in very instrumental ways (a finding that aligned with Ogbu's cultural-ecological theory), families had overwhelmingly positive perceptions of resources and opportunities offered by U.S. public schools, and most families were satisfied with the home-school relationship. A minority of families described negative relationships with schools. In addition, families reported that they believed school-based involvement was important. However, they reported very low levels of school-based involvement, but high levels of home-based involvement. Obstacles to parent involvement included logistical barriers, and lack of familiarity with the U.S. school system. Implications of the findings for school personnel are discussed and suggestions for further research are offered.

Limited English proficiency (LEP) amongst non-English-speaking background (NESB) employees is a major concern for the Government, employers and unions in Australia. Due to their low levels of English proficiency, NESB employees are often unable to carry out effectively the required workplace tasks. In the current climate of rapid change in workplaces, as a result of Award Restructuring, NESB employees may also lack the communication skills necessary to undertake skill-based training and, therefore, be further disadvantaged. In light of these concerns, this study investigated the English learning needs of a group of NESB non-academic staff at the University of Canberra (UC). It established that there was a gap between their present levels of English proficiency and the levels required in their current positions. As a result, these employees are unable to engage effectively in all communication tasks required in the workplace. Following a detailed analysis of the current literature on the provision of workplace English training it is recommended that an English in the Workplace (EWP) program be provided at the UC for NESB non-academic employees. Specific recommendations are made regarding the design and implementation of the learning program.

This study examines the migration experiences of non-English speaking background children. The research was conducted at the Southside Primary Introductory English Centre in the A.C.T. An ethnographic approach was employed enabling the researcher to participate in the setting in order to develop an in depth understanding of the children's experiences. The data was collected using observation and key informant interviewing. The participants were encouraged to freely reflect on their past and present experiences to enable them to make a comparative analysis of their experiences in Australia and in their country of origin. The data has been faithfully recorded to represent the children's point of view. The data was then organised into taxonomies. These were used as a basis for the analysis of the data in relation to the pertinent literature. The three major categories examined were culture, interaction and feelings. This analysis has been used to draw implications for the education of migrant children in the A.C.T.

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In the decade between Canada's first two decennial censuses, taken in 1851 and 1861, the Province, despite internal political difficulties, had become the largest, wealthiest, most populous, and most economically diversified of all Britain's colonies. The lower St. Lawrence was rugged and inhospitable, but above Quebec the valley widened into a fertile plain on both sides of the river which, in conjunction with the fertile Ontario "peninsula" to the west, supported the bulk of Canada's apopulation. [...]

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