Quality Input and Sustainability in Early Immersion Classrooms: A Case Study of an Experimental School in Macao

Autor/inn/en	Ieong, Sylvia S. L.; Lau, Sin Peng
Titel	Quality Input and Sustainability in Early Immersion Classrooms: A Case Study of an Experimental School in Macao
Quelle	In: Frontiers of Education in China, 6 (2011) 1, S.92-105 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1673-341X
DOI	10.1007/s11516-011-0123-5
Schlagwörter	Experimental Schools; Immersion Programs; Foreign Countries; Linguistic Input; Communicative Competence (Languages); English (Second Language); Second Language Learning; Second Language Instruction; Linguistic Theory; Academic Achievement; Case Studies; Teaching Methods; Macau + Suchen Sie Ihr Suchwort? Pilot school; Model school; Modellschule; Immersionsprogramm; Ausland; Sprachbildung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistische Theorie; Schulleistung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper looks into the case of a school in Macao nominated as the first (and so far the only) China-Canada-United States English Immersion (CCUEI) centre in the Macao Special Administrative Region (Macao SAR) China for the experimentation and application of English immersion instruction (EI) in the K1-3 and Primary 1-2 classes. Drawing on Krashen's Input Hypothesis (1982) and Cummins' (2000) framework of instruction for language learning and academic achievement in the formal school context, the authors report their observations by analyzing the data collected from school teachers and participation in classes and by reflecting on their experiences, and suggest improvement that can be made to teachers' linguistic and communicative competence, in terms of quantity and quality of comprehensible input and expected output, and thus the sustainability of English immersion classrooms in a Chinese context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10