EDNET Pre-Ministerial Symposium Xi ’ an, China

EDNET Pre-Ministerial EDNET Pre-Ministerial Symposium Symposium Xi’an, ChinaXi’an, China

prepared by Ms. LeAnn Eyerman

Chinese Taipei

Developing English and Other Developing English and Other Foreign Language Skills for Foreign Language Skills for Students in the 21Students in the 21stst Century Century

Standards Standards improve quality controlimprove quality control increase mobility for job increase mobility for job

and education opportunitiesand education opportunities help distribute “linguistic help distribute “linguistic

capital” more evenlycapital” more evenly

English and Other English and Other Foreign Languages in Foreign Languages in APECAPEC1- Results from APEC Policy Survey 1- Results from APEC Policy Survey

on the on the Teaching of English and Teaching of English and OOther ther LLanguages as a Foreign/Second Lananguages as a Foreign/Second Languageguage

2- Seminar on Standards for 2- Seminar on Standards for Learning English and Other Learning English and Other Foreign Languages in APEC Foreign Languages in APEC EconomiesEconomies

EDNET Survey ResultsEDNET Survey Results Standards for Learning English and Standards for Learning English and

Other Foreign LanguagesOther Foreign Languages

14 responding economies14 responding economies

promotion of learning English and other foreign langupromotion of learning English and other foreign languagesages

organization of the curriculumorganization of the curriculum setting of clear standards for both learners and teachesetting of clear standards for both learners and teache

rsrs

EDNET Survey ResultsEDNET Survey Results promotion of learning languagespromotion of learning languages

Special attention to learningSpecial attention to learning – languages other than English: languages other than English: Australia; Australia;

Canada; New Zealand; U.S.A.Canada; New Zealand; U.S.A.– English and other languages:English and other languages: Brunei; Hong Brunei; Hong

Kong, China; Malaysia; SingaporeKong, China; Malaysia; Singapore– English: English: ChileChile;; China China;; Indonesia Indonesia;; Japan Japan;; Malaysia Malaysia;;

PeruPeru;; Chinese Taipei Chinese Taipei

EDNET Survey ResultsEDNET Survey Results promotion of learning languagespromotion of learning languages

Chile’s English Opens Doors Program Chile’s English Opens Doors Program China’s Student Academic Achievement EvaluationChina’s Student Academic Achievement Evaluation Plan to Cultivate ‘Japanese with English Abilities’Plan to Cultivate ‘Japanese with English Abilities’ Challenge 2008 in Chinese TaipeiChallenge 2008 in Chinese Taipei Brunei Darussalam’s National Education System for the Brunei Darussalam’s National Education System for the

21st Century21st Century Hong Kong-China: Territory-wide System AssessmentHong Kong-China: Territory-wide System Assessment revised English Language curriculum in Singapore, 2009 revised English Language curriculum in Singapore, 2009 New Zealand’s new curriculum for English and Learning New Zealand’s new curriculum for English and Learning

Languages, 2007Languages, 2007 US National Standards for Foreign Language Learning, 20US National Standards for Foreign Language Learning, 20

0606

Non-English-dominant Economies’ Starting Grade for English Instruction

Brunei Darussalam <> K

Chile 5 5

2003Average:

4

2007Average:

2.2

China 3 3

Hong Kong 1 1

Indonesia 7 3

Japan 7 7Korea 3 <>

Malaysia 1 1

Peru 7 1

Singapore 1 1

Chinese Taipei 5 3

Thailand 1 1

EDNET Survey ResultsEDNET Survey Results organization of the curriculumorganization of the curriculum


Non-English-dominant Economies’ hours of English / Week / Grade Level

Economy \ Economy \ GradeGrade

K/K/1-21-2 3-43-4 5-65-6 77 8-98-9 1010 1111 1212/13/13

Brunei Brunei DarussalamDarussalam

3-53-5 3-53-5 3-53-5 3-3-3.53.5

3-3-3.53.5

3-3-3.53.5

3-3-3.53.5

3-3.53-3.5

ChileChile 22 33 33 44 22 22

ChinaChina 44 44 44 44 44 44 44

IndonesiaIndonesia 22 22 44 44 44 44 44

JapanJapan ^̂ ^̂ ^̂ 33 33 ^̂ ^̂ ^̂

MalaysiaMalaysia 44 4-4-3.53.5

3.53.5 3.53.5 3.53.5 3.53.5 3.53.5 3.53.5

PeruPeru 22 22 22 22 22 22 22

Chinese TaipeiChinese Taipei 1-21-2 1-21-2 1-21-2 2-32-3 2-32-3 44 44 44

ThailandThailand 2-32-3 2-32-3 2-32-3 2-32-3 2-32-3 2-32-3 2-32-3 2-32-3


English co-dominant Economies’ hours of English / Week / Grade Level

or Foreign/Other Language in English-dominant Economies

Economy\ Economy\ …….……….…GradeGrade

K/K/1-21-2 3-43-4 5-65-6 77 8-98-9 1010 1111 1212/13/13

Hong Kong, Hong Kong, ChinaChina

4.54.5 4.54.5 4.5-54.5-5 55 5- 5- 3.53.5

3.53.5 3.53.5 3.53.5

New New ZealandZealand

1010 1010 1010 8.58.5 8.58.5 8.58.5 8.58.5 8.58.5

SingaporeSingapore 88 7-67-6 6-86-8 6-86-8 4-54-5 4-54-5

USAUSA 0.5-10.5-1 0.5-0.5-1.51.5

22 2.52.5 2.5-2.5-55

55 55 55


Most common other foreign languages rMost common other foreign languages reported among APEC economies:eported among APEC economies:– SpanishSpanish– FrenchFrench– ChineseChinese– GermanGerman– JapaneseJapanese– ArabicArabic


English as language of instruction for noEnglish as language of instruction for non-language subjects among non-English n-language subjects among non-English dominant economies:dominant economies:– Singapore and Brunei Darussalam: Singapore and Brunei Darussalam: all subjeall subje

cts, either from grade 1 or grade 4cts, either from grade 1 or grade 4 – Malaysia: Malaysia: Science and Math in secondary scScience and Math in secondary sc

hoolshools– Hong King, China: Hong King, China: all required subjects in aball required subjects in ab

out one-quarter of secondary schoolsout one-quarter of secondary schools


Most economies report teaching cultural Most economies report teaching cultural understanding.understanding.

Cultural understanding measured in assCultural understanding measured in assessment tests in:essment tests in:– Australia, Japan, New Zealand, Chinese TaipAustralia, Japan, New Zealand, Chinese Taip

ei, and United Statesei, and United States

EDNET Survey ResultsEDNET Survey Results clear standards for learnersclear standards for learners

Performance standards/assessment systemPerformance standards/assessment system (% of responding ec (% of responding economies)onomies)

83% (2003) 83% (2003) 93% (2007)93% (2007) Primary responsibility for setting performance standards Primary responsibility for setting performance standards

Central government 79%Central government 79% State/Provincial governments 21%State/Provincial governments 21% Skills emphasized in standards’ assessmentSkills emphasized in standards’ assessment

– reading, listening, speaking and writing 62%reading, listening, speaking and writing 62%– only reading and writing 23% only reading and writing 23% – some other skill combination 15%some other skill combination 15%


Assessment of learningAssessment of learning – locally developed tests 70%locally developed tests 70%– University of Cambridge Local Examinations University of Cambridge Local Examinations

Syndicate (UCLES) 30%Syndicate (UCLES) 30% Brunei DarussalamBrunei Darussalam Hong Kong, ChinaHong Kong, China Malaysia Malaysia SingaporeSingapore


When are learners assessed?When are learners assessed?Economy \ Economy \ GradeGrade

33 44 55 66 77 88 99 1010 1111 1212/1/133

AustraliaAustralia

Brunei Brunei DarussalamDarussalam

ChileChile

Hong Kong, Hong Kong, ChinaChina

IndonesiaIndonesia

JapanJapan

MalaysiaMalaysia

New ZealandNew Zealand

SingaporeSingapore

Chinese TaipeiChinese Taipei

ThailandThailand

USAUSA

EDNET Survey ResultsEDNET Survey Results clear standards for teachersclear standards for teachers

Performance standards/assessment systemPerformance standards/assessment system 64% of resp64% of responding economiesonding economies– Malaysia and Chinese Taipei have added since 2003; Japan has set tMalaysia and Chinese Taipei have added since 2003; Japan has set t

arget arget Enforcing the standardsEnforcing the standards– Not allowed to teach unless standards are met (pre-service) 77%Not allowed to teach unless standards are met (pre-service) 77%– University degree in education/target language 77%University degree in education/target language 77%– Enroll in professional development or language course 69%Enroll in professional development or language course 69%– Pass exam 38%Pass exam 38%– No promotion (in-service teachers) 15%No promotion (in-service teachers) 15%

EDNET Survey ResultsEDNET Survey Results clear standards for teachersclear standards for teachers

Professional Development for TeachersProfessional Development for Teachers In-service trainingIn-service training– Require 42 to 200 hrs/yr in Brunei; Chile; Hong KRequire 42 to 200 hrs/yr in Brunei; Chile; Hong K

ong, China; Indonesia; Malaysia; Singaporeong, China; Indonesia; Malaysia; Singapore Teacher networks Teacher networks Training coursesTraining courses Mentoring Mentoring e-learninge-learning Multi-pronged approachesMulti-pronged approaches

50%+ economies50%+ economies

Recommendations from Seminar

- 11 participating economies

APEC Language Standards Seminar APEC Language Standards Seminar Recommended Action StepsRecommended Action Steps

Exchange of IdeasExchange of IdeasMake good use of HRD WG wiki siteMake good use of HRD WG wiki site


ResearchResearch1. Overarching Framework 1. Overarching Framework

– Language curriculumLanguage curriculum– Teacher training and professional Teacher training and professional

developmentdevelopment– Real ways to achieve cross-cultural Real ways to achieve cross-cultural

understandingunderstanding– Assessment Assessment


ResearchResearch2a. Common Framework of language 2a. Common Framework of language

standards for students and teachers in standards for students and teachers in APEC regionAPEC region– principles and terms of referenceprinciples and terms of reference– sample items contributed from all the sample items contributed from all the

economieseconomies– ““APEC Englishes” Corpus of Spoken/Written APEC Englishes” Corpus of Spoken/Written

texttext– specifications for test constructionspecifications for test construction


ResearchResearch2b. Common Framework of language 2b. Common Framework of language

standards for students and teachers in standards for students and teachers in APEC regionAPEC region– build on CEFR (especially lower ranges)build on CEFR (especially lower ranges)– emphasize 4 skillsemphasize 4 skills– professional guidelines for use of the itemsprofessional guidelines for use of the items– apply IT tools, with appropriate security apply IT tools, with appropriate security

precautionsprecautions

EDNET Pre-Ministerial Symposium Xi ’ an, China

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