Volume 35
Young Language Learner Assessment: A Case for Using Assessment Portfolios
The introduction of English into the Japanese elementary school presents an important curriculum issue of suitability and accountability: how to ensure that teaching and learning is enjoyable, easy to understand, trustworthy, and can improve practices.
Teacher Autonomy and Professional Teacher Development: Exploring the Necessities for Developing Teacher Autonomy in EFL Japanese Contexts
The main purpose of this study is to examine how EFL Japanese teachers can develop teacher autonomy. Teacher autonomy is related to various components including both individual teacher’s psychological factors such as motivation, stress, or job dissatisfaction and social factors which include school systems or educational policies provided by the government.
Perspectives on the English Language Education of Hong Kong’s New Senior Secondary (NSS) Curriculum
The paper explores issues relating to the New Senior Secondary (NSS) English curriculum in view of professional perspectives from curriculum design and task-based principles. To underline the roles played by learners and teachers in curriculum development, this paper looks at curriculum from a social contextual perspective as defined by Graves (2006; 2008).
