By Angel M. Y. Lin, Evelyn Y. F. Man
This booklet goals at assembly this pressing want by way of discussing, in obtainable language, study findings on key thoughts of bilingual schooling, and up to date advancements of bilingual schooling guidelines in Hong Kong, Singapore and Malaysia. academics, scholars and researchers within the components of bilingual schooling, language coverage and making plans (LPP), and stories of medium of guide coverage and perform either in Hong Kong and different Southeast Asian contexts will enjoy the book.
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Three types of factors are summarized to explain the success in immersion education: sociolinguistic, parental/home support, and educational/school programme. How do these factors positively or negatively influence the planning of language policy and practice in your own contexts? 3 Key Issues in Immersion Education: Implications for Hong Kong In this chapter, key issues in immersion education are considered and their implications for Hong Kong discussed. These key issues include the following critical questions often asked about immersion education: 1.
5. Obtaining constant feedback regarding the level of a student’s understanding. Diagnosing the level of a student’s language. 6. Using plenty of repetition, summaries, restatement to ensure that students understand the directions of the teacher. 7. The teacher being a role model for language emulation by the student. 8. Indirect error correction rather than constantly faulting students. Teachers ensure that the corrections are built into their language to make a quick and immediate impact. 9. Using plenty of variety in both general learning tasks and in language learning tasks.
It is therefore important to judge the relevance of these features by taking into consideration the specific contexts of different student populations. To gain a more concrete picture of examples of effective dual language immersion programmes, we describe one specific dual language programme. Cummins (1999a) has provided a very useful review of one of the longeststanding Two Way Immersion programmes in the United States: the Oyster Bilingual School in Washington, DC. Its relevance for the Hong Kong context resides in its clear demonstration of what can potentially be achieved through bilingual education even for students who are from relatively low socio-economic backgrounds (Cummins, 1999a).