Yuko Goto Butler, M.A., Ph.D.
Graduate Group Affiliations
Contact information
3700 Walnut Street, 3rd Floor
Philadelphia, PA 19104
Philadelphia, PA 19104
Office: (215)898-5937
Fax: (215)573-2109
Fax: (215)573-2109
Email:
ybutler@gse.upenn.edu
ybutler@gse.upenn.edu
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.
Permanent linkBA (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 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. She is also currently working on projects investigating second language acquisition and biliteracy acquisition among elementary school children in both the U.S. and Asia.
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., & Lee, J. : The effect of self-assessment among young learners. Language Testing 2010.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 2009.
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 the U.S.] G. Sato (eds.). Tokyo: Akashi shoten, Page: 28-47, 2008 Notes: (in Japanese).
Butler, Y. G., & Takeuchi, A.: Variables that influence elementary school students’ English performance in Japan. Journal of Asia TEFL 5(1): 61-91, 2008.
Butler, Y. G. : Children’s reading attitudes in L1 and FL. Academic Exchange Quarterly 11(1): 183-187, 2007.
Butler, Y. G.: Foreign language education at elementary schools in Japan: Searching for solutions amidst growing diversification. Current Issues in Language Planning 8(2): 129-147, 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.: Factors associated with the notion that native speakers are the ideal language teachers: An examination of elementary school teachers in Japan. JALT Journal 29(1): 7 - 40, 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 in South Korea, Japan, and Taiwan. Language Teaching Research 9(4): 423-446, 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. : 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, 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. : 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, 2004.
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., & Gutierrez, M. B. : Learning climates: A case of 4th grade students in an English-only district in California. 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.