Localizing Immersion Education: A Case Study of an International Bilingual Education Program in South China

Autor/inn/en	Xiong, Tao; Feng, Anwei
Titel	Localizing Immersion Education: A Case Study of an International Bilingual Education Program in South China
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 9, S. 1125-1138Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Xiong, Tao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1435626
Schlagwörter	Forschungsbericht; International Education; Immersion Programs; Second Language Learning; Teaching Methods; Longitudinal Studies; Language Tests; Scores; Foreign Countries; Second Language Instruction; English (Second Language); International Cooperation; Educational Cooperation; Program Descriptions; Bilingual Education Programs; Instructional Leadership; Content and Language Integrated Learning; Student Centered Learning; China; Canada + Suchen Sie Ihr Suchwort? Internationale Erziehung; Immersionsprogramm; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language test; Sprachtest; Ausland; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Instruction; Leadership; Bildung; Erziehung; Führung; CLIL; Lernkonzept; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kanada
Abstract	Due to the growing status of English as the language of international communication, English immersion programs have been on the rise in China and the rest of the world. Though there has been much discussion on the theoretical and practical characteristics and features of immersion, current models are not adequate for explaining the language-driven English immersion programs in the English as a Foreign Language (EFL) context such as China. Drawing on interviews, observations and documentary data and test scores gathered during a longitudinal study of a public-funded foreign languages school in China, this paper reports on a Sino-Canadian collaborative educational program and concludes that in addition to exhibiting most of the core features of immersion programs suggested by Swain and Johnson (1997), the program revealed several noteworthy emerging characteristics. The study argues for the importance of re-contextualizing Swain and Johnson's model of immersion to address the local social, cultural and educational contexts as more and more schools are adopting this model of language-driven bilingual education in China. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01