APEC Seminar on Learning Standards for English and Other Languages
From APEC HRDWG Wiki
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Overview
The APEC Seminar on Learning Standards for English and Other Languages was an APEC Education Network project implemented in December of 2007. The aim of the project was to analyse and compare the language learning standards being used in APEC economies and work toward reaching an agreement of common standards and the best practices to promote them. A key outcome of this process should be increased mutual support and sharing of resources.
The seminar on Learning Standards for English and Other Languages brought together researchers, policy makers and practitioners from Australia, Brunei Darussalam, Chile, Hong Kong-China, Indonesia, Korea, New Zealand, Peru, Chinese Taipei, Thailand, USA and Viet Nam to present research and case studies related to language learning in different contexts. Their discussions included topics such as Assessment (including Content and Performance Standards) , Curriculum and Instruction, and related Policy.
Background
The APEC emphasis on Learning Each Other’s Languages in the APEC Education Network originated with the APEC Ministers establishing a Strategic Action Plan for English and Other Languages in the APEC region, aimed at helping create competitive human capital. Learning each other’s languages enables the communication across language barriers that is essential to international trade and building mutual understanding among interconnected global economies. Because of the primacy of English in diplomacy and trade today, many APEC members have further stressed English language education and raised their expectations for proficiency. English-speaking member economies such as New Zealand and the US, on the other hand, find it hard to motivate their students to take a foreign language and to find teachers qualified to teach a language other than English.
Seminar Resources
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Resource |
Description |
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The importance of foreign language learning has increased with the onset of globalization. Human migration and economic integration have prompted government agencies and individuals to pursue second language education. APEC economies in particular are interested in promoting the importance of acquiring a second language in today’s global economy. | |
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This scale was established to help foreign language learners study Chinese. The scale measures a five-band description of a leaner’s ability to demonstrate their knowledge of Chinese language skills. | |
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This presentation reviews the English Language Proficiency Standards that were established for Thai teachers. Currently, qualified teachers must be certified in English, Thai, and Computer skills. | |
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In 1995 the Hong Kong Education Commission published a report detailing the declining standard of language skills within high school graduates. As a result of this report Hong Kong has began a series of reforms to set up rigorous language assessments for teachers. | |
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English Learning Standards for Thai University Students: From Policy to Practice |
This presentation is a case study of the different language standards that have been adopted by Thai universities. The standards emphasize social language, and academic language. |
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This presentation highlights the Korean Standard for English Language acquisition. The study reviews the national curriculum, standards, and 5 implementation efforts. | |
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Lets Do It Together: A Pilot Project of English Teachers Empowerment Through e-Learning in Malang |
This paper highlights the lack English accreditation standards in Indonesia. The absence of standards has led to a competency gap among teachers which in turn affects the competency gap of students. |
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Seminar on Standards for English and Other Foreign Languages |
New Zealand has become a pioneer in language studies by establishing a three-step approach for developing language standards. This paper is a case study on New Zealand education and language policies. |
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The many different languages within the APEC community pose a challenge for establishing uniform language standards. However, the field of “psychometrics” has developed uniform standards that could be used to unite the different languages standards of the APEC communities. | |
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Teachers are key to language learning. This paper discusses the specific standards and assessments that need to be established to ensure that teachers are sufficiently qualified to teach a foreign language. | |
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The Common European Framework of Reference for Languages: Learning, Teaching, Assessment |
This presentation discusses a shared approach to establishing a uniform language standard within a large, diverse community. It claims that the only way to successfully implement assessments is to first establish universal standards in language education. |
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Summary prepared by Dr. Patricia Duff. |
Future Development Pathways
The seminar provided a forum for the discussion and clarification of future development pathways. Key areas of focus for future development included:
- The development of a collective item bank that includes examples for all ages in the four language domains.
- Research and development projects that focus on the influence of socio-linguistic characteristics on language
learning in the Asia-Pacific context. - Case studies of effective professional practice in the teaching and learning of languages.
- The exemplification of high quality professional practice in the Asia-Pacific context so that the exemplars can be used for training and development.
These development pathways were seen as interconnected and interdependent.
The outcomes of the seminar were then considered at the 2008 APEC Education Symposium held in Xi'an, China, in January, 2008 and provided a basis for setting direction and strategies in the Language Learning area at the 4th APEC Education Ministerial Meeting in Peru, June 2008. <span id="fck_dom_range_temp_1207845742277_28" />
