Evolution and Impact of English Language Policy in Taiwan
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Brief Introduction to Technology Education in Taiwan
Preface Technology Education at both elementary and secondary schools levels has become an important means to develop citizens' technological literacy for all worldwide. In Taiwan, Living Technology is also necessary to be energetically offered at both elementary and secondary school levels in order to improve technological literacy of the public. This brief introduction is to present the national status of technological literacy education at both elementary and secondary school levels, and provides examples of schools, written by school teachers, in the hope that domestic and international people will gain a better understanding of the ideal and reality of this field. We would like to acknowledge the support of funds for facilitating academic performances from the National Taiwan Normal University. Also, thanks to hardworking authors and editors. All of them are essential to the publication of this brief introduction. Lung-Sheng Steven Lee (Professor & Dean) July 2004 1 The National Status The Overview of Technology Education in Taiwan The Technology Education in Kindergartens, Elementary Schools, and Junior High Schools Technology Education at the Senior High School Level Technology Teacher Education Professional Associations and Events of Technology Education Examples of Schools The Affiliated Kindergarten of National Taiwan Normal University Taipei Municipal Jianan Elementary School Taichung Municipal Li Ming Elementary School Taipei Municipal Renai Junior High School Taipei Municipal Jinhua Junior High School The Affiliated Senior -
6Th GRADE REQUIRED COURSES
2012-2013 COURSE DIRECTORY Core 6 class as well as independent consultation with students. Text: The Reader’s Choice, Course 1 Glencoe/McGraw Hill 6 Mathematics Basic operations involving integers, fractions, and decimals are used to evaluate expressions, solve equations, and calculate ratios, percent, probability, area, and volume. Additional topics include geometry, data analysis, problem solving, and other practical applications of mathematics in daily life. 6 Text: Math, Course 1 McDougal Little Social Studies From the earliest known people through the fall of Rome, students examine how early people of the Eastern Hemisphere have contributed to our lives. Students learn about the geography, history, 6 culture, and economy of these regions through exercises from the text as well as projects, map work, discussion, and presentations. 6th GRADE REQUIRED COURSES Text: History Alive! The Ancient World The sixth grade core program includes Language Arts, Teachers’ Curriculum Institute Reading, Social Studies, and Mathematics in four class periods daily. Science, PE/Music, and Elective courses SCIENCE round out the seven period day. Intensive instruction in the use of reference materials and technology is provided by Sixth grade Science students develop an the Piedmont Middle School teacher librarians for all Core understanding of the living and non-living factors 6 and science classes throughout the year. of the earth. They investigate the ecosystems of the Northern California watershed and San Francisco Estuary using the scientific method. CORE 6 The standards-based studies focus on geology, Language Arts ecology, and adaptations with an emphasis on Writing is the main focus of the 6th grade Language Arts inquiry skills. -
What Can We Learn from Taiwanese Teachers About Teaching Controversial Public Issues
Journal of International Social Studies, Vol. 6, No. 1, 2016, 37-52. What Can We Learn from Taiwanese Teachers about Teaching Controversial Public Issues Yu-Han Hung ([email protected]) Michigan State University, Curriculum and Instruction, Teacher Education (CITE) __________________________________________________________________________________ Abstract: This study explores how history teachers in Taiwan make curricular decisions while engaging controversial public issues. The main political controversies discussed in Taiwanese society center on the relationship between Taiwan and the People’s Republic of China. This study documents how four social studies teachers formulate their curricular decisions through the intersecting lenses of professional knowledge and personal beliefs. Findings illuminate the role of personal experience and belief in teacher’s curricular-instructional gate keeping in socially divisive contexts. In sum, this study helps us understand the relationship between a teacher’s own imaginative worldview, sense of personal and professional identity and their classroom teaching practices. Key words: history curriculum, teacher knowledge, curricular-instructional gatekeeper, controversial public issues, Taiwan and the PRC __________________________________________________________________________________ As someone who has grown up, been educated, and taught high school social studies in Taiwan, I have known the controversy that envelopes that island my whole life. Now, teaching and doing research in the United States, my view is different. I have noticed that people outside of Taiwan tend to have a limited understanding of Taiwan’s relationship with the the People’s Republic of China (PRC). In contrast, for my family, friends and colleagues still living in Taiwan, the relationship with the People’s Republic of China is not only a major political issue, but a daily reality that affects almost every major aspect of their life. -
Kindergarten-Sixth Grade Parent-Student Handbook
CALVARY ROAD CHRISTIAN SCHOOL Kindergarten-Sixth Grade Parent-Student And whatever you do, do it heartily, as to the Lord Handbook and not to men, knowing that from the Lord you will receive the reward of the inheritance; for you serve the Lord Christ. -Colossians 3:23-24 2018-2019 Table of Contents TABLE OF CONTENTS ........................................................................................................................................................... 1 1. ADMISSIONS ................................................................................................................................................................ 1 A. FAMILY QUALIFICATIONS ................................................................................................................................................. 1 B. AGE ........................................................................................................................................................................... 1 C. ENTRANCE TESTING ....................................................................................................................................................... 1 D. ACADEMIC RECORDS ...................................................................................................................................................... 1 E. ACCEPTANCE OF STUDENTS WITH SPECIAL NEEDS .................................................................................................................. 1 F. ACCEPTANCE OF CHILDREN DIAGNOSED WITH ADHD/ADD -
Sahithi's Speech
Acceptance Speech by Sahithi Vuppula (AIS-Kuwait) 2013 Stanley Haas/Luke Hansen Student Award Winner Good morning to all the respected teachers and the delegates of NESA. My name is Sahithi Vuppula, and I am an eighth grade student from the American International School of Kuwait. I am Canadian of Indian origin. To Begin with, I would like to humbly thank my parents, my Brother Saketh, my teachers, especially Ms. Lyndsey Cox, my sixth grade teacher, and Ms. Kit Whitney, my Middle School Counselor, who both offered support and encouragement. And NESA for granting me the opportunity to stand Before you all and speak. When I was a child, I grew up in Canada, where I was presented with the basic needs of life. I would often help my mother solicit donations for organizations such as The Heart and Stroke Foundation of Canada, and the Canadian DiaBetes Association. But I had no real idea what community service truly meant. As a young child I was under the impression that the world was a small and sheltered place, where everyone was as well off as I was, and that everyone had the same opportunities that I was presented with. It wasn’t until my first trip to India that I realized that my notion of how small and perfect the world was completely changed. I saw children worked hard and were not presented with the same opportunities I was presented with. A desire soon grew to try and help the people I saw. I asked my father what I could do to make a difference, and he told me that good things come in small packages, and that any heartfelt service to people, no matter how small the contriBution, could help make the world a Better place, one step at a time. -
A Survey of Practices and Beliefs of Fifth and Sixth
An Overall Evaluation of Elementary English Education in Taiwan Over eighty countries in the world have English as their most important foreign language due, in part, to the globalization of world economies, the effects of technology, and especially because it has become the universal language of the internet. The teaching of English at elementary school levels has also been strongly recommended by many educators according to the result of a worldwide survey (Brewster, Ellis, Girard, 2000). In Taiwan, the Ministry of Education (MOE) declared a new policy of beginning the teaching of English in the fifth grade in the fall semester of 2001 to replace the previous policy of introducing English in the seventh grade. The teaching of English in Taiwan has taken a dramatic step toward preparing students to better communicate in the global society. A thorough evaluation of this new Elementary English Education (EEE) program is the next crucial step after its implementation and is the purpose of this study. Researching the beliefs and practices of present day fifth- and sixth-grade elementary school English teachers in Taiwan provided the data which reflects current realities. In 1974, Girard gave a detailed report of several European early foreign language learning projects. He indicated some conditions and issues involved in implementing early foreign language learning programs which are similar to the results of this study. In assessing those perceptions, it revealed areas of strengths and weaknesses in the current Taiwanese EEE. Only if educators in Taiwan have an understanding of the current system and conditions will they be able to assess the effectiveness of the present model. -
Study in Taiwan - 7% Rich and Colorful Culture - 15% in Taiwan, Ancient Chinese Culture Is Uniquely Interwoven No.7 in the Fabric of Modern Society
Le ar ni ng pl us a d v e n t u r e Study in Foundation for International Cooperation in Higher Education of Taiwan (FICHET) Address: Room 202, No.5, Lane 199, Kinghua Street, Taipei City, Taiwan 10650, R.O.C. Taiwan Website: www.fichet.org.tw Tel: +886-2-23222280 Fax: +886-2-23222528 Ministry of Education, R.O.C. Address: No.5, ZhongShan South Road, Taipei, Taiwan 10051, R.O.C. Website: www.edu.tw www.studyintaiwan.org S t u d y n i T a i w a n FICHET: Your all – inclusive information source for studying in Taiwan FICHET (The Foundation for International Cooperation in Higher Education of Taiwan) is a Non-Profit Organization founded in 2005. It currently has 114 member universities. Tel: +886-2-23222280 Fax: +886-2-23222528 E-mail: [email protected] www.fichet.org.tw 加工:封面全面上霧P 局部上亮光 Why Taiwan? International Students’ Perspectives / Reasons Why Taiwan?1 Why Taiwan? Taiwan has an outstanding higher education system that provides opportunities for international students to study a wide variety of subjects, ranging from Chinese language and history to tropical agriculture and forestry, genetic engineering, business, semi-conductors and more. Chinese culture holds education and scholarship in high regard, and nowhere is this truer than in Taiwan. In Taiwan you will experience a vibrant, modern society rooted in one of world’s most venerable cultures, and populated by some of the most friendly and hospitable people on the planet. A great education can lead to a great future. What are you waiting for? Come to Taiwan and fulfill your dreams. -
PEMD-94-15 Vietnamese Amerasian Resettlement I I B-247548
United States General Accounting Office GAO Report to Congressional Requesters t* March 1994 VIETNAMESE AMERASIAN RESETTLEMENT Education, Employment, and Family Outcomes in the United St&es United States General Accounting Office GAO Washington, D-C. 20548 Program Evaluation and Methodology Division B-247548 March 31,1994 The Honorable Roman0 L. Mazzoli Chairman, Subcommittee on International Law, Immigration, and Refugees Committee on the Judiciary House of Representatives The Honorable Thomas J. Ridge House of Representatives About 75,000 Amerasians and members of their families have left Vietnam to resettle in the United States under the provisions of what is commonly called the “Arnerasian Homecoming Act,” enacted December 1987.’ These Amerasians have special ties to the United States because their fathers were American citizens serving in Vietnam prior to 1976, and because these very ties caused them to suffer hardships and discrimination in Vietnam. You asked us to assess both the process and outcomes of resettling Vietnamese Amerasians in the United States. We reported earlier (GAO/PEMD-93-1OR) the findings from our evaluation of the process whereby eligible Amerasians and their families become participants in the resettlement program in Vietnam, receive language training and cultural orientation in the Philippines, and finally are resettled in the United States. In the present report, we focus on the outcomes for Amerasians and their families after resettlement has taken place, particularly with regard to education, employment, -
Sixth Grade :: ABB Scope & Sequence School 2016 Preschool-Grade 12
Sixth Grade Language Arts: Reading 6c 6c Of America II Sixth graders will enjoy reading exciting selections about animals of all kinds, patriots from Of America’s past, and Christians in foreign lands. This delightful collection of stories and poems mericaFourth Edition A features several well-known authors and introduces students to a variety of interesting characters. 6b 6b Students will read a biographical novel and a Christian fiction novel and use them when writing language Second Edition book reports. Two speed and comprehension readers contain challenging and interesting selections. H Sixth graders will develop a wider range of comprehension skills by answering comprehension questions ´/h!#i¨ abeka.com 15720103 based on stated facts, implications, and general reasoning. 6 6 Literary Value Materials Evaluation ´/gg#k¨ • 146 authors, including well-known writers • Readers (3) containing: • Weekly oral reading grade 15717103 Speed & Comprehension Reader Fourth Edition abeka.com such as Louisa May Alcott, Benjamin Frank- • Short stories (102), poems (67), plays (3) • Weekly vocabulary and lin, Nathaniel Hawthorne, Rudyard Kipling, • Scripture selections (5) comprehension quizzes (34) Lucy Maud Montgomery, and Mark Twain • Christian fiction and biographical novels (1 each) • Speed and comprehension • Themes including brotherhood, friendship, • Speed and comprehension readers (2): quizzes (73) for timed silent abeka.com ´/hD#k¨ 15723603 generosity, honor, ingenuity, leadership, reading exercises and stories • Reading Comprehension -
Grade Level Content Expectations
S E V E N T H G R A D E SCIENCE GRADE LEVEL CONTENT 7 EXPECTATIONS v.4.07 SCIENCE Welcome to Michigan’s K-7 Grade Level Content Expectations SCIENCE PROCESSES Purpose & Overview In 2004, the Michigan Department of Education embraced the challenge of creating Grade Level Content Expectations in response to the federal No Child Left Behind Act of 2001. This act mandated the existence of a set of PHYSICAL SCIENCE comprehensive state grade level assessments in Mathematics and English Language Arts that are designed based on rigorous grade level content. In addition, assessments for science in elementary, middle and high school, LIFE SCIENCE were required. To provide greater clarity for what students are expected to know and be able to do by the end of each grade, expectations for each grade level have been developed for science. In this global economy, it is essential that Michigan students possess EARTH SCIENCE personal, social, occupational, civic, and quantitative literacy. Mastery of the knowledge and essential skills defined in Michigan’s Grade Level Content Expectations will increase students’ ability to be successful academically, and contribute to the future businesses that employ them and the communities in which they choose to live. Reflecting best practices and current research, the Grade Level Content Expectations provide a set of clear and rigorous expectations for all students, and provide teachers with clearly defined statements of what students should know and be able to do as they progress through school. Development In developing these expectations, the Scholar Work Group depended heavily on the Science Framework for the 2009 National Assessment of Educational Progress (National Assessment Governing Board, 2006) which had been the gold standard for the high school content expectations. -
Taiwan Language-In-Education Policy: Social, Cultural, and Practical Implications
Arizona Working Papers in SLA & Teaching, 20, 76- 95 (2013) TAIWAN LANGUAGE-IN-EDUCATION POLICY: SOCIAL, CULTURAL, AND PRACTICAL IMPLICATIONS Elizabeth Hubbs University of Arizona In recent years, Taiwan language-in-education policy has greatly transformed and become the subject of much research (Oladejo, 2006; Sandel, 2003; Tsao, 1999). Previously, monolingual policies under Japan and the Kuomintang1 demonstrated that language was a symbolic tool to build nationalism and create social hegemony (Bourdieu, 1991). After these policies faded out in the early 1990s, Taiwan began to incorporate multilingual education, promoting internationalization through English as a foreign language and Taiwanisation through the introduction of local and indigenous languages in schools (Beaser, 2006; Sandel, 2003). The paper examines the launching of these two movements in education by discussing their development through history, current policy implementation, and the linguistic orientations of the surrounding communities. Rather than draw conclusions, the study ends by asking how indigenous scholarship and knowledge can be further integrated and validated in Taiwan’s education system, and how critical perspectives can be used to understand language policy and indigenous education in an increasingly globalized world. INTRODUCTION The field of language planning and policy (LPP) in Taiwan has received significant attention over the past twenty-five years (Sandel, 2003). During this time frame, Taiwan has shifted from a country that promoted a monolingual national language policy, to one that seeks to develop societal multilingualism and internationalization. This shift has sparked an increasing interest for researchers to document and characterize the changes, development, and implementation of current LPP in Taiwan (Sandel, 2003; Wu, 2011). -
The Tension Between Triumphing on the Matric and Learning Critical Thinking Skills Presented at the Burma Studies Conference, NIU October 2012 Dr
The Tension between Triumphing on the Matric and Learning Critical Thinking Skills Presented at the Burma Studies Conference, NIU October 2012 Dr. Dorothy Guyot, Co-Founder of the Pre-Collegiate Program www.precollegiate.org In Myanmar the goal of fifteen year old students and their families is to excel on the matriculation examination. What intellectual and personal strengths grow in preparing for the matric? Among top Matric scorers, what augmenting of critical thinking skills is required to meet ASEAN goals? What are modes of developing them? Initial answers to these questions are drawn from my ten years’ teaching experience since co-founding the Pre-Collegiate Program of the Diplomatic School, Yangon. The 16-month Program assists students to: think clearly; become educated people who can entertain ideas that they do not accept; relate what they have known to new bodies of knowledge; and synthesize their traditional values with values essential in the modern way of life. The Program has enabled almost one hundred students to win scholarships abroad, to thrive in their studies, and, after college to go on to graduate school or return home to begin their careers. As we know, preparation for the national matriculation examination is the crucial period of schooling. A year of intensive study is generally regarded as essential for the six days of testing. Because medicine and engineering are prestigious careers almost all ambitious parents channel their children into the science stream for high school, that is, 10th and 11th grade. A few of their children prepare for the matric on their own and with friends.