English Immersion Schools in China: Evidence from Students and Teachers

Autor/in	Cheng, Liying
Titel	English Immersion Schools in China: Evidence from Students and Teachers
Quelle	In: Journal of Multilingual and Multicultural Development, 33 (2012) 4, S.379-391 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2012.661436
Schlagwörter	Academic Achievement; Bilingual Education; Learning Processes; Foreign Countries; Native Language; Chinese; Bilingualism; Second Language Learning; Immersion Programs; Cognitive Development; Elementary School Students; English (Second Language); Program Effectiveness; Mathematics Achievement; Predictor Variables; Elementary School Teachers; Canada; China; United States + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Learning process; Lernprozess; Ausland; China; Chinesen; Bilingualismus; Zweitsprachenerwerb; Immersionsprogramm; Kognitive Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Kanada; USA
Abstract	Research has demonstrated that second language immersion is an effective means of facilitating primary school students' second language acquisition without undermining their competence in their first language. Despite the rapid growth of Chinese-English bilingual programmes in China, limited empirical research has been conducted thus far by which to evaluate the programme effectiveness in relation to students' academic achievement, their cognitive development and the teaching and learning processes with regard to teacher education. This article presents evidence from several related empirical studies recently conducted in three schools affiliated with the China-Canada-United States English Immersion (CCUEI) project. These studies focus on three broad categories of findings: first, on student academic achievement represented by English (L2), Chinese (L1) and mathematics (both literacy and numeracy); second, on cognitive predictors of English reading and listening achievement of these immersion students; and third, on immersion teachers who teach within the context of Chinese-English bilingual education. These combined results present a complex developmental picture of students' academic achievement and cognitive development; and an insight into the teachers who teach within the context of an aggressive fast growth of Chinese-English bilingual programmes in China. (Contains 2 notes, 1 table and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10