Japanese Language Proficiency Test

different specialized fields The School of Translation Studies offers four majors for undergraduate students, Korean, Japanese, business English and Chinese-English Translation Studies. For the Korean major, we aim to cultivate talented person who can be excellent in all rounds, have solid foundation on language knowledge and basic skills, handle Korean as a communication tool well and have cultural understanding with global eyes, so that they are able to work in different areas like Korean teaching studies, foreign economic ties and trade, foreign affairs, tourism, translating or interpreting and commerce. The feature of the Korean major goes as follows: Most faculty has experience of studying or working abroad. Over 60% teachers have or will have Doctor’s degree soon. We cooperate with some Korean universities on exchange students programs. Over 80 percent of the undergraduates can pass the Topic Level 2 Examination. Each year many students can be admitted to some top universities like Shanghai international Studies University, Fudan Uni, Yan bian Uni for master’s degree. We have two directions in the major. As to the Japanese language and literature, we aim to educate versatile talents with qualified linguistic knowledge and basic skills, they should know enough about culture and have a global eyesight, so that they will fit in works in areas such like Japanese teaching studies, foreign affairs, tourism, translation or interpreting and IT business. When it comes to the…

When providing lessons in English Language Arts, teachers should include activities that encourage verbal collaborations, reading, and writing aspects. Moreover, these should be done with accommodations for any student with English language barriers based off of individual skills levels (Hardman, Drew, & Egan, 2013). Using Speaking / listening, reading, and writing activities in lessons is important, because they are all forms of producing and processing information with language; which would…

All students studying at the University of Victoria (UVic) want to achieve success. Chinese international students are no exception to this rule. For Chinese international students to have overall success they need to be proficient in three inter-related areas of academics, culture and social. First, challenges interfering with academic achievement include Chinese international students lacking English language proficiency, lacking academic skills and______. In regards to culture, there are…

Instructional Design and Assessment”. Now it is just known by “WIDA” (Mission & the WIDA Story). The WIDA is only given in English, I could not find any information about the assessment being done in any other language, which I believe is because the assessment is testing English proficiency. The “Alternate ACCESS for ELLs is an assessment of English language proficiency for English language learners who have significant cognitive disabilities” (Alternate ACCESS for ELLs). For the assessment…

I had to teach at American Language Institution at least 83 hours and in every new lesson I had to create a lesson plan which demonstrated a way of student’s assessment too. I have chosen one of them to be as an example of component 4.a issues of Assessment for ESL; and to represent the element 4. A.1. purpose of assessment: demonstrate an understanding of the purposes of assessment as they relate to ELLs and use results appropriately. Teachers need to prepare their lessons carefully and…

The school that I decided to do my EL service paper on is San Juan Unified School District which served in Arden-Arcade, Carmichael, Orangevale, Citrus Heights, Fair Oaks, parts of Rancho Cordova, and parts of Sacramento. In their district they value diversity and it is a valuable asset that strengthens and enriches their community. EL students belong to their community and it is their mission to educate and inspire EL students to succeed. EL students are placed into their neighborhood schools.…

between second language anxiety and two affective factors: attitude/motivation toward learning the target language and self-efficacy (Cubukcu, 2008; Liu, 2012; Mills, Pajares, & Herron, 2006; Shams, 2008;). To examine how students’ target language learning attitude and motivation orientation predict their level of language anxiety in the classroom, this study adapted Gardner’s (1985b) “Attitude/ Motivation Test Battery” (AMTB) as a measuring instrument. Gardner’s AMTB was developed in three…

English language learners (ELLs) are the fastest growing student population within the United States. According to a recent report by the U.S Government Accountability Office, approximately 5 million ELL students were enrolled in schools, representing an estimated 10% of all public school students (GAO, 2006). In California, it is already the case that more than 25% of the students in grades PK-12 are ELLs (Stokes-Guinan & Goldenberg, 2010). Therefore, it is of utmost importance to understand…

Equal Protection for English Language Learners Equal protection is a right of the people including students in school. The Fourteenth Amendment of the Constitution is what has enabled this right. The Equal Protection Clause is considered and important law in public education and courts have invoked it to prohibit segregation of children due to race, stop sex-based discrimination in a school setting, guarantee school access to children whose parents are not legal citizens and protect gay and…

The world is formed of diverse languages which all have one purpose, to allow one individual to communicate with another. People have altered the way language should be interpreted by associating a language with a personality. As people continue to adapt to these changes, it will soon become the cultural norm. A norm that says people are to be judged based on their language and, not their personality. Sociolinguistics have proven that society has developed a norm which illustrates the way a…