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Yuko Goto Butler
Associate Professor
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Education
1987: B.A., Asian History,
University of Tokyo
,
Japan
1991: M.A., Education,
University
of
California
at
Los Angeles
1998: M.A., Linguistics,
Stanford
University
1999: Ph.D., Education (Educational Psychology),
Stanford
University
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 the
U.S.
and
East 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.
Dr. Butler received a
National Academy of Education/Spencer Postdoctoral Fellowship for the 2004-2005
academic year.
Courses Taught
EDUC 537: Educational Linguistics
EDUC 583: Content-based Instruction in ESL
EDUC 673: Selected Topics in Educational Linguistics:
Issues in Language Assessment
EDUC 545: Research Designs
and the Study of Language
Selected Publications
Butler, Y. G. (Forthcoming). How are non-native
English speaking teachers perceived by young learners? TESOL Quarterly.
Butler, Y. G. (Forthcoming). Foreign language
education at elementary schools in
Japan: Searching for solutions amidst growing
diversification. Current Issues in
Language Planning.
Butler, Y. G. (Forthcoming). English
in the Elementary School: Implementing English Language Education Policies in
South
Korea,
Japan,
and
Taiwan. The
Journal of Teaching for Young Learners of English, 2.
Butler, Y. G. (Forthcoming). Children’s reading
attitudes in L1 and FL. Academic Exchange
Quarterly.
Butler, Y. G. (Forthcoming). Factors associated
with the notion that native speakers are the ideal language teachers:
An examination of elementary school teachers in
Japan. JALT
Journal.
Butler, Y. G., & Lee, J. (2006). On-task versus
off-task self-assessment among Korean elementary school students studying
English. The Modern Language Journal, 90(4),
506-518.
Butler, Y. G., & Hakuta, K. (2006). Cognitive
factors in children’s L1 and L2 reading. Academic
Exchange Quarterly, 10(1), 23-27.
Butler, Y. G. (2005). Comparative perspectives
towards communicative activities among elementary school teachers in
South
Korea,
Japan,
and
Taiwan. Language
Teaching Research, 9(4), 423-446.
Butler, Y.G. (2005). Content-based instruction
in foreign language contexts: Considerations for effective implementation. JALT
Journal, 27(2), 227-245.
Butler, Y. G. (2005). English in elementary schools:
Current English language education policies in
South Korea,
Japan, and
Taiwan. The
Journal of Teaching for Young Learners of English 1, 49-73.
Butler,
Y. G., & Iino, M. (2005). Current Japanese reforms in
English language education: The 2003 “Action Plan.” Language Planning, 4(1), 25-45.
Butler, Y. G.
(2004). What level of English proficiency do elementary school teachers need to
attain in order to teach EFL? Case studies from
Korea,
Taiwan, and
Japan.
TESOL Quarterly, 38(2), 245-278.
Butler, Y. G., & Hakuta,
K. (2004). Bilingualism and second language acquisition. In T. K.
Bhatia & W. C. Ritchie (Eds.), The handbook of bilingualism (pp. 114-144).
Malden, MA: Blackwell.
Butler, Y. G.,
& Gutierrez, M. B. (2003). Learning climates: A case of 4th
grade students in an English-only district in
California.
Bilingual Research Journal, 27(2),
207-224.
Butler, Y. G. (2002). 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), 451-481.
Butler, Y. G.,
Orr, E., Bousquet, M., & Hakuta, K. (2000). Inadequate conclusions from an
inadequate assessment: What can
SAT-9 tell
us about the impact of Proposition 227? Bilingual
Research Journal, 24, 141–154.
Hakuta K.,
Butler,
Y. G., & Witt, D. (1999). How long
does it take English learners to attain proficiency? Policy Report
2000–1.
Santa Barbara,
CA:
University of
California
Linguistic Minority Research Institute.
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