By Angel M. Y. Lin, Evelyn Y. F. Man
This booklet goals at assembly this pressing want via discussing, in available language, study findings on key options of bilingual schooling, and up to date advancements of bilingual schooling rules in Hong Kong, Singapore and Malaysia. lecturers, 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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Extra resources for Bilingual Education: Southeast Asian Perspectives
Bilingual Education in Different Contexts: Principles and Practice 25 The European Schools Model (Beardsmore, 1993, 1995; Cummins, 1995; Tung, 1996) is therefore outlined here mainly for the insights that Hong Kong language education planners might gain regarding the question of how to effectively design and run a small number of top-quality, innovative schools which can provide the society and economy with a top-notch workforce that is fully biliterate (in English and Standard Chinese) and fully trilingual (in Cantonese, English and Putonghua), albeit small in size.
According to Freeman (1998), the school has evolved a social identities project that positively evaluates linguistic and cultural diversity and communicates this strongly to students. In the words of one of the teachers: “it’s much more than language”. Freeman provides detailed discourse analyses that illustrate how the interactions between educators and students in Oyster Bilingual School “refuse” the discourse of subordination that characterizes the treatment of minorities in the wider society and in most conventional school contexts.
9. Using plenty of variety in both general learning tasks and in language learning tasks. 10. Using frequent and varied methods to check the understanding level of the children. One would notice, however, that many of these instructional strategies and principles seem to be more appropriate for early rather than late immersion learners, and for dealing with early grade-level academic content, which tends to be less abstract and context-reduced than higher grade-level content. Most research in Canada has also been conducted on early immersion at the elementary level (Grades K–6) whereas, for the most part, in Hong Kong English-medium instruction begins at the secondary level.
Bilingual Education: Southeast Asian Perspectives by Angel M. Y. Lin, Evelyn Y. F. Man