The Medium of Instruction and Classroom Interaction: Evidence from Hong Kong Secondary Schools

Autor/inn/en	Lo, Yuen Yi; Macaro, Ernesto
Titel	The Medium of Instruction and Classroom Interaction: Evidence from Hong Kong Secondary Schools
Quelle	In: International Journal of Bilingual Education and Bilingualism, 15 (2012) 1, S.29-52 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2011.588307
Schlagwörter	Secondary School Students; Interaction; Foreign Countries; English (Second Language); Second Language Learning; Teacher Student Relationship; Language of Instruction; Native Language; Chinese; Classroom Communication; Comparative Analysis; Teaching Methods; Scaffolding (Teaching Technique); Hong Kong + Suchen Sie Ihr Suchwort? Sekundarschüler; Interaktion; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching language; Unterrichtssprache; China; Chinesen; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Hongkong
Abstract	Teacher-student interaction in classrooms is perceived to be crucial for learning. Previous research has compared the interaction in classrooms where a second language is used as the medium of instruction (MoI) with those where the mother tongue is used. This has been done mainly via qualitative impressions. The current study adopted a mixed method design to examine objectively and comprehensively the classroom interaction in a sample of Hong Kong secondary schools that used Chinese as the MoI from Grade 7 to 9, but then switched to English from Grade 10 onwards (i.e. MoI-switching schools). By doing so, this study aimed to identify the possible effect of a change in the MoI on classroom interaction and its potential for learning. Sixty lessons were observed in Grade 9 and 10 in three MoI-switching schools and compared to two schools where English was used throughout all the grades. The results show that, when the MoI changed from students' first to second language, lessons tended to become more teacher-centred and there were fewer opportunities for negotiation of meaning and scaffolding. These findings have significant implications for the relationship between the MoI and classroom interaction and provide important insights into pedagogy and teacher development. (Contains 2 figures, 6 tables, and 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10