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
With the promise of achieving bilingualism,biliteracy,and cultural pluralism,Chinese immersion programs for students from kindergarten to 12th grade(K-12)in North America,especially the US,have been proliferating in t...With the promise of achieving bilingualism,biliteracy,and cultural pluralism,Chinese immersion programs for students from kindergarten to 12th grade(K-12)in North America,especially the US,have been proliferating in the past two decades.Research on this rapidly growing population of non-native Chinese learners is also growing.This research synthesis focuses on 35 selected studies published in recent years on Chinese immersion in both Chinese and English language journals and books.The review found that researchers are exploring a wide range of issues with respect to language and literacy development in Chinese immersion programs,including academic achievement in English,language and literacy acquisition in Chinese,instructional strategies and classroom interaction,as well as learners’language use and its sociolinguistic variations.These studies reflect a growing interest in and demand for learning more about the lesser-researched Chinese foreign language(CFL)learner population,and this review concludes with suggestions for future research on Chinese immersion based on its curricular features as well as specific considerations for conducting research with young,emergent bilingual and biliterate learners.展开更多
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With the promise of achieving bilingualism,biliteracy,and cultural pluralism,Chinese immersion programs for students from kindergarten to 12th grade(K-12)in North America,especially the US,have been proliferating in the past two decades.Research on this rapidly growing population of non-native Chinese learners is also growing.This research synthesis focuses on 35 selected studies published in recent years on Chinese immersion in both Chinese and English language journals and books.The review found that researchers are exploring a wide range of issues with respect to language and literacy development in Chinese immersion programs,including academic achievement in English,language and literacy acquisition in Chinese,instructional strategies and classroom interaction,as well as learners’language use and its sociolinguistic variations.These studies reflect a growing interest in and demand for learning more about the lesser-researched Chinese foreign language(CFL)learner population,and this review concludes with suggestions for future research on Chinese immersion based on its curricular features as well as specific considerations for conducting research with young,emergent bilingual and biliterate learners.
