A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong

Autor/inn/en	Lo, Yuen Yi; Lo, Eric Siu Chung
Titel	A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong
Quelle	In: Review of Educational Research, 84 (2014) 1, S.47-73 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654313499615
Schlagwörter	Foreign Countries; Language of Instruction; English (Second Language); Second Language Learning; Meta Analysis; Teaching Methods; Course Content; Affective Behavior; Student Evaluation; Secondary School Students; Bilingual Education; Second Language Instruction; Linguistic Theory; Language Proficiency; Program Effectiveness; Statistical Analysis; Educational Research; Academic Achievement; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Meta-analysis; Metaanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Affective disturbance; Active behaviour; Affektive Störung; Schulnote; Studentische Bewertung; Sekundarschüler; Bilingual teaching; Bilingualer Unterricht; Fremdsprachenunterricht; Linguistische Theorie; Language skill; Language skills; Sprachkompetenz; Statistische Analyse; Bildungsforschung; Pädagogische Forschung; Schulleistung; Hongkong
Abstract	To facilitate second language learning, it has become increasingly popular to use a second language as the medium of instruction for content subjects for majority language students. Although numerous research studies have shown the advantages of such kind of programs in North America and Europe, those investigating English as the Medium of Instruction (EMI) schools in Hong Kong yielded inconclusive results. This meta-analysis is the first attempt to synthesize the research evidence on EMI education in Hong Kong since 1970. Based on 24 studies, this meta-analysis shows that students in EMI secondary schools were more proficient in second language and performed better on measures of affective variables. Yet their learning in other content subjects suffered. The differences between the effectiveness of EMI education in Hong Kong and that of similar programs in other contexts will be discussed, thereby illuminating second language acquisition theories and bilingual education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10