價值鍊接：附件：Dr. Yuko Goto Butler簡介
Dr. Butler生于60年代，為日裔美國人，先後獲得東京大學亞洲史研究學士（1987）、加州大學洛杉矶分校比較教育碩士（1991）和斯坦福大學語言學碩士（1998）、教育心理學博士（1999）等學位，現任教于賓州大學教育學院（PennGSE），教育語言學專業(Educational Linguistics Program)博士生導師。
Education:
BA (Asian History)
University of Tokyo, 1987;
MA (Comparative Education)
University of California, Los Angeles, 1991;
MA (Linguistics)
Stanford University, Stanford, CA, 1998;
Ph.D. (Educational Psychology)
Stanford University, Stanford, CA, 1999.
Description of Research Expertise
Areas of Expertise
Language assessment
Cross-linguistic/cross-cultural learning and teaching
Second language acquisition
Bilingualism and biliteracy
Research Interests and Current Projects
Dr. Butler’s research focuses on second language and bilingual language acquisition and learning, with particular emphasis on the role of cognitive, metacognitive, and socio-cognitive factors in language learning.
Her interests include:
(1) the role of metacognition in language learning and instruction;
(2) assessments to measure English language proficiency as well as “academic language” proficiency among learners and teachers; and
(3) cross-linguistic and cross-cultural learning/teaching styles and strategies.
Dr. Butler is currently conducting research on English-learning students and their teachers in both theU.S.andEast Asia. One of her most recent projects involves examining and comparing various issues that have emerged as a result of the recent introduction of English language instruction at the elementary school level in various Asian countries.
Her research for this project is focused on:
(1) examining and assessing the qualifications of elementary school teachers who have been asked to teach English in select Asian countries;
(2) how best to assess young learners’ second/foreign language proficiency; and
(3) how to identify effective English learning/teaching methods and strategies given the cultural and social contexts in which instruction takes place in these countries.
She is also currently working on projects investigating second language acquisition and biliteracy acquisition among elementary school children in both theU.S.andAsia.
Dr. Butler received a National Academy of Education/Spencer Postdoctoral Fellowship for the 2004-05 academic year. In 2007-08, she received the National Institute of Japanese Language/Hakuho Foundation Fellowship.
Selected Publications
Butler, Y. G., & Hakuta, K.:The relationship between academic oral proficiency and reading performance: A comparative study between English learners and English-only students. Reading Psychology (in press).
Butler, Y.G., & Lee, J.:The effect of self-assessment among young learners.Language Testing (in press).
Butler, Y. G., & Takeuchi, A.:Variables that influence elementary school students’ English performance inJapan. Journal ofAsiaTEFL 5(1): 61-91, 2008.
Butler, Y. G.:Imin-no kodomo-ni taisuru kyoiku seisaku [Educational policies for immigrant children]Amerika-de sodatsu nihon-no kodomo [Japanese children growing in theU.S.] G. Sato (eds.).Tokyo:Akashishoten, Page: 28-47, 2008 Notes: (in Japanese).
Butler, Y. G.:Children’s reading attitudes in L1 and FL. Academic Exchange Quarterly 11(1): 183-187, 2007.
Butler, Y. G.:Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers inJapan. JALT Journal 29(1): 7 - 40, 2007.
Butler, Y. G.:How are non-native English speaking teachers perceived by young learners?TESOL Quarterly 41(4): 731-755, 2007.
Butler, Y. G.:Foreign language education at elementary schools inJapan: Searching for solutions amidst growing diversification. Current Issues in Language Planning 8(2): 129-147, 2007.
Butler, Y. G., & Lee, J.:On-task versus off-task self-assessment among Korean elementary school students studying English. The Modern Language Journal 90(4): 506-518, 2006.
Butler, Y. G., & Hakuta, K.:Cognitive factors in children’s L1 and L2 reading. Academic Exchange Quarterly 10(1): 23-27, 2006.
Butler, Y. G.:Comparative perspectives towards communicative activities among elementary school teachers inSouth Korea,Japan, andTaiwan. Language Teaching Research 9(4): 423-446, 2005.
Butler, Y. G., & Iino, M.:Current Japanese reforms in English language education: The 2003 “Action Plan.”Language Policy 4(1): 25-45, 2005.
Butler, Y. G.:English in elementary schools: Current English language education policies inSouth Korea,Japan, andTaiwan. The Journal of Teaching for Young Learners of English 1: 49-73, 2005.
Butler, Y.G.:Content-based instruction in foreign language contexts: Considerations for effective implementation. JALT Journal 27(2): 227-245, 2005.
Butler, Y. G., & Hakuta, K.:Bilingualism and second language acquisition. The handbook of bilingualism. T. K. Bhatia & W. C. Ritchie (eds.).Malden,MA: Blackwell, Page: 114-144, 2004.
Butler, Y. G.:What level of English proficiency do elementary school teachers need to attain in order to teach EFL?: Case studies fromKorea,Taiwan, andJapan.TESOL Quarterly 38(2): 245-278, 2004.
Butler, Y. G., & Gutierrez, M. B.:Learning climates: A case of 4th grade students in an English-only district inCalifornia.Bilingual Research Journal 27(2): 171-194, 2003.
Butler, Y. G.:Second language learners’ theories on the use of English articles: An analysis of the metalinguistic knowledge used by Japanese students in acquiring the English article system.Studies in Second Language Acquisition 24(3): 451-480, 2002.
Butler, Y. G., Orr, E., Bousquet, M., & Hakuta, K.:Inadequate conclusions from an inadequate assessment: What can SAT-9 tell us about the impact of Proposition 227?Bilingual Research Journal 24: 141-154, 2000.
