Launched in the late 1990s in Xi＇an, the first and the most influential English immersion programs - CCUEI were carried out in some big cities in the mainland of China. Fifteen years of implementation witnessed the s...Launched in the late 1990s in Xi＇an, the first and the most influential English immersion programs - CCUEI were carried out in some big cities in the mainland of China. Fifteen years of implementation witnessed the success as well as the challenges, which need reflect and draw the implications for pedagogy and teacher education.展开更多
This article does some researches on the impact of English Immersion on children. Through the practice and observation of children in the immersion program, we find that English Immersion has the following impacts on ...This article does some researches on the impact of English Immersion on children. Through the practice and observation of children in the immersion program, we find that English Immersion has the following impacts on children： 1） The English language learning is immersed into the process of thematic activities, Children in the Immersion learn English naturally, joyfully and systematically. They tend to cooperate well. 2） The language immersion is an integrated model in which children feel no cultural barriers. 3） English learning enhances the learning of Pingying, and vice versa. 4） There is little gap between genders. 5） Social and economic difference does not influence their learning. 6） English rhyming, chanting and songs arouse great interest in them. 7） Drama makes children very confident in their performance. They learn to think and settle problems through the performance. English immersion gives children cognitive development and enforces the language they are learning.展开更多
The English immersion program in China is a case of educational mode transfer from foreign language immersion in North America.This article analyzes the process of the transfer from the perspective of comparative educ...The English immersion program in China is a case of educational mode transfer from foreign language immersion in North America.This article analyzes the process of the transfer from the perspective of comparative education,using the model of“four stages of educational borrowing.”First,it revisits the recent research on educational transfer and briefly introduces the model.Then,it highlights the stages of English immersion program transfer in China.Finally,it concludes that the transfer initiated actively by innovative Chinese scholars,occurs at local and micro levels,with structural context factors and supra-national and sub-national actors playing significant roles in the process.It argues that the model may be applicable in analyzing other educational modes with some adaptations when necessary.展开更多
This study was designed to investigate the nature of activities in an immersion English class and a non-immersion English class in the mainland of China,and to find out the differences between these two types of class...This study was designed to investigate the nature of activities in an immersion English class and a non-immersion English class in the mainland of China,and to find out the differences between these two types of class through data gained from observation and interviews.Spoken discourse analysis was used to analyze the data,where Engeström's activity complex system was used as the analytical framework to examine the nature of activities in the two types of classes.The results showed that it is the dynamic and situated nature of activity that makes a difference between the activities in these two classes.The interaction among the activity components,the social relations emerging through the process,the use of target language as the main mediational tool,and the subject content revealed in the activities enhance our emic understanding of the nature of activities.Implications can be drawn for English language teaching and for students'English language learning for the schools in the mainland of China.This study contributes to both immersion education and classroom interaction.展开更多
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 t...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.展开更多
文摘Launched in the late 1990s in Xi＇an, the first and the most influential English immersion programs - CCUEI were carried out in some big cities in the mainland of China. Fifteen years of implementation witnessed the success as well as the challenges, which need reflect and draw the implications for pedagogy and teacher education.
文摘This article does some researches on the impact of English Immersion on children. Through the practice and observation of children in the immersion program, we find that English Immersion has the following impacts on children： 1） The English language learning is immersed into the process of thematic activities, Children in the Immersion learn English naturally, joyfully and systematically. They tend to cooperate well. 2） The language immersion is an integrated model in which children feel no cultural barriers. 3） English learning enhances the learning of Pingying, and vice versa. 4） There is little gap between genders. 5） Social and economic difference does not influence their learning. 6） English rhyming, chanting and songs arouse great interest in them. 7） Drama makes children very confident in their performance. They learn to think and settle problems through the performance. English immersion gives children cognitive development and enforces the language they are learning.
文摘The English immersion program in China is a case of educational mode transfer from foreign language immersion in North America.This article analyzes the process of the transfer from the perspective of comparative education,using the model of“four stages of educational borrowing.”First,it revisits the recent research on educational transfer and briefly introduces the model.Then,it highlights the stages of English immersion program transfer in China.Finally,it concludes that the transfer initiated actively by innovative Chinese scholars,occurs at local and micro levels,with structural context factors and supra-national and sub-national actors playing significant roles in the process.It argues that the model may be applicable in analyzing other educational modes with some adaptations when necessary.
文摘This study was designed to investigate the nature of activities in an immersion English class and a non-immersion English class in the mainland of China,and to find out the differences between these two types of class through data gained from observation and interviews.Spoken discourse analysis was used to analyze the data,where Engeström's activity complex system was used as the analytical framework to examine the nature of activities in the two types of classes.The results showed that it is the dynamic and situated nature of activity that makes a difference between the activities in these two classes.The interaction among the activity components,the social relations emerging through the process,the use of target language as the main mediational tool,and the subject content revealed in the activities enhance our emic understanding of the nature of activities.Implications can be drawn for English language teaching and for students'English language learning for the schools in the mainland of China.This study contributes to both immersion education and classroom interaction.
文摘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.
