Resumen de English immersion schools in China: evidence from students and teachers
- English
Corrigendum:
The following acknowledgments section was erroneously omitted during peer-review from the article ‘English immersion schools in China: evidence from students and teachers’ by Liying Cheng in Journal of Multilingual and Multicultural Development (DOI: 10.1080/01434632.2012.661436). Details of the acknowledgements are shown here:
The author acknowledges the international opportunities fund from the Social Sciences and Humanities Research Council of Canada. This article was supported by an MOE Project of the National Key Centre for Linguistics and Applied Linguistics of Guangdong University of Foreign Studies, China.
- English
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.
