Vocational English language education in multilingual context: the case of <i>Singapore</i>

Zhang, Weiyu; Sun, Xiaoya; Cheung, Yin Ling

doi:10.1080/13596748.2022.2076056

Research in Post-Compulsory Education

2022

DOI: 10.1080/13596748.2022.2076056

|View full text |Cite

Vocational English language education in multilingual context: the case of Singapore

Weiyu Zhang

Xiaoya Sun

Yin Ling Cheung

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2022

2024

Publication Types

Select...

Article3

Relationship

Self Cite0

Independent3

Authors

Journals

Cited by 3 publications

(1 citation statement)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Because the study provides useful insights and discusses intersecting issues related to multilingual, multimodal, and transnational workplace communication, I am confident that the findings can benefit ESP researchers, curriculum developers, and teachers in terms of innovating and designing curricular programs and instructional materials that will help (language) learners strategically navigate the notion and practice of communication in an ever‐evolving workplace milieu such as the accounting profession. Moreover, scholarship on multilingual education in vocational or business courses is relatively minimal (but see Hult, 2017; Xie, 2017; Zhang et al, 2022). Tenedero's book adds to this emerging research area and can be a valuable resource for educators teaching multilingual students in K‐12 (or advanced) vocational or business programs.…”

mentioning

confidence: 99%

COMMUNICATION THAT COUNTS: LANGUAGE PRACTICE AND IDEOLOGY IN GLOBALIZED ACCOUNTINGBy Pia Patricia P.TenederoMultilingual Matters. ISBN 978‐180041‐649‐9. Price USD 129.95 (hardcover), USD 25.00 (eBook). 160 pages.

Tarrayo

2023

TESOL Journal

View full text Add to dashboard Cite

As English has become the lingua franca of business, English for specific purposes (ESP) has grown increasingly important in the global workplace. For example, Asia has witnessed significant economic and social development in recent decades, and an increasingly mobile and international population has given rise to a growing use of English as a lingua franca for labor and trade and as language for educational purposes (Basturkmen, 2022). Given these conditions, ESP programs can help learners succeed in their employment by providing them with the language skills they need to communicate successfully in English, which includes developing their cultural awareness and sensitivity for effective communication in intercultural settings. In this book, Pia Patricia P. Tenedero investigates language and communication practices and ideologies in accounting education and profession in the Philippines. Veering away from highly perceptionbased, skills-focused, and Global North-informed research, she focuses on the Philippines (a Global South representation), which has become a global leader in offshore accounting, as an ideal setting for examining issues surrounding multilingual, multimodal, and transnational workplace communication.Tenedero's book is divided into seven chapters in which she explains the (dis)connections between communication practices and ideologies in the contexts of accounting education and accounting work. In chapter 1, she introduces the book's main argument: communication is central to accounting work, especially in the context of globalized accounting enterprise in the Philippines. She shows that dominant views about communication in accounting are shaped by several factors, including the occupational stereotype of accountants as being good with numbers but bad with words, the Global North-centric focus of much accounting communication research, and the skills deficit discourse, which overemphasizes the role of higher education in developing students' work-relevant communication skills. Chapter 2, on the other hand, provides an overview of current deliberations about communication in accounting and situates the research focus on the communication skills of Filipino accountants, an underrepresented population in the Global South in terms of studies on communication practices and ideologies across the education-to-workplace continuum. This chapter also explains the sociolinguistic-ethnographic approach-comprising observation field notes, interviews, and documents-that has been used

show abstract

mentioning

confidence: 99%

COMMUNICATION THAT COUNTS: LANGUAGE PRACTICE AND IDEOLOGY IN GLOBALIZED ACCOUNTINGBy Pia Patricia P.TenederoMultilingual Matters. ISBN 978‐180041‐649‐9. Price USD 129.95 (hardcover), USD 25.00 (eBook). 160 pages.

Tarrayo

2023

TESOL Journal

View full text Add to dashboard Cite

show abstract

Is Teaching Technical Words a Problematic Issue for ESP Teachers in a Saudi Industrial College?

Alghamdi¹

2022

Adv. J Social Sci.

View full text Add to dashboard Cite

The literature written about technical words instruction is little compared to its equivalent about vocabulary learning. This paper aims to investigate the extent to which English for Specific Purposes Teachers (ESPTs) think that teaching technical words is a problematic task for them in a Saudi Arabian industrial college called Yanbu Industrial College (YIC). It also explores the reasons behind the challenges they face in teaching technical words. To obtain the goals of this study, six ESPTs at YIC from three different nationalities with different majors, teaching experience, and ages were interviewed to understand their beliefs regarding the existence of the problem and the reasons behind this challenge. The interview type was semi-structured in nature and some prompt cards were also utilised to gather data from the participants. The study revealed that ESPTs at YIC don’t view technical words as a problem but rather a challenge which they can cope with. Among the main challenges they said they faced in doing their job are lack of the proper subject knowledge, lack of experience, absence of prior to students’ enrollment needs analysis and lack of opportunities to employ critical Vocabulary Teaching Strategies VTS and employing reliable Vocabulary Delivery Vehicles VDVs. The findings of the study are expected to provide the literature with some instructional implications such as ESPTs and subject teachers collaboration in teaching technical words, ESP course designing, early analysis of ESP students and ESPTs specialized training programs. Future scrutiny to further our understanding about this neglected topic in the ESP domain and L2 vocabulary instruction is highly recommended.

show abstract

The impact of smart classrooms on the core literacy of college English learners and the relationship between core literacy and learning outcomes: Evidence from China

Fan

2024

Educ. Technol. Q.

View full text Add to dashboard Cite

College English major students are taken as the subjects of evaluation, applying learning analysis technology based on learning behaviour data sets and traditional evaluation and comprehensively using the analytic hierarchy process for index weighting and evaluation practice to construct a comprehensive evaluation index system for the core literacy of college English major students. Secondly, this study deeply examines the impact of smart classrooms on the core literacy of college English learners. By applying different regression models, including Ordinary Least Squares (OLS), fixed effects model, and dynamic lagged fixed effects regression, the research results consistently show that the smart English teaching model significantly improves the core literacy of college students. The regression coefficients of all models are between 0.2150 and 0.2818, and they are robust and reliable at a significance level of 1%. In addition, the study explores the role of academic resources as a mediating variable and finds that smart English classrooms improve students' English core literacy by increasing academic resources. Academic resources are confirmed to mediate the positive impact of smart English classrooms on students' English core literacy, producing a mediating effect of 30.78%. Using deep neural networks, this study further explores the complex relationship between core literacy and learning outcomes. Therefore, as an innovative teaching model, the application potential of smart English classrooms in improving students' English core literacy is significant.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Vocational English language education in multilingual context: the case of Singapore

Cited by 3 publications

References 25 publications

COMMUNICATION THAT COUNTS: LANGUAGE PRACTICE AND IDEOLOGY IN GLOBALIZED ACCOUNTINGBy Pia Patricia P.TenederoMultilingual Matters. ISBN 978‐180041‐649‐9. Price USD 129.95 (hardcover), USD 25.00 (eBook). 160 pages.

COMMUNICATION THAT COUNTS: LANGUAGE PRACTICE AND IDEOLOGY IN GLOBALIZED ACCOUNTINGBy Pia Patricia P.TenederoMultilingual Matters. ISBN 978‐180041‐649‐9. Price USD 129.95 (hardcover), USD 25.00 (eBook). 160 pages.

Is Teaching Technical Words a Problematic Issue for ESP Teachers in a Saudi Industrial College?

The impact of smart classrooms on the core literacy of college English learners and the relationship between core literacy and learning outcomes: Evidence from China

Contact Info

Product

Resources

About