The Effectiveness of a Bilingual Education Program at a Chinese University: A Case Study of Social Science Majors

Autor/in	Li, Miao
Titel	The Effectiveness of a Bilingual Education Program at a Chinese University: A Case Study of Social Science Majors
Quelle	In: International Journal of Bilingual Education and Bilingualism, 21 (2018) 8, S.897-912 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2016.1231164
Schlagwörter	Bilingual Education Programs; Program Effectiveness; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Undergraduate Students; Student Attitudes; Language Proficiency; Mastery Learning; Predictor Variables; Language of Instruction; Early Childhood Education; Teacher Education Programs; Educational Quality; Pedagogical Content Knowledge; Social Sciences; Majors (Students); Outcomes of Education; Educational Practices; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Prädiktor; Teaching language; Unterrichtssprache; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Pädagogische Kompetenz; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Lernleistung; Schulerfolg; Bildungspraxis
Abstract	This study examined the effectiveness of a bilingual education program in social science majors in Chinese education at tertiary level. Participants were 53 undergraduate students enrolled in their third year of an Early Childhood Education program at a university in northwestern China. Students' English proficiency and their attitudes toward the bilingual education programs were investigated. A mixed-methodological approach was used to better understand the efficacy of bilingual education programs. Both quantitative and qualitative results suggested that the bilingual education model successfully enhanced students' level of English proficiency. However, the mastery of subject knowledge in the bilingual education program was questioned. Students' English language ability appeared to be the strongest predictor associated with learning outcomes in the bilingual course. Teaching quality was considered to be another important factor associated with the bilingual education program. Strengths and weaknesses of the bilingual education program model and its implications for educational practices in tertiary institutions in Chinese higher education were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01