A Systematic Literature Synthesis of 19 Years of Bilingual Education in Chinese Higher Education: Where Does the Academic Discourse Stand?

Autor/inn/en	Tong, Fuhui; Wang, Zhuoying; Min, Yue; Tang, Shifang
Titel	A Systematic Literature Synthesis of 19 Years of Bilingual Education in Chinese Higher Education: Where Does the Academic Discourse Stand?
Quelle	In: SAGE Open, 10 (2020) 2, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tong, Fuhui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244020926510
Schlagwörter	Foreign Countries; Bilingual Education; Higher Education; Educational Trends; Trend Analysis; Language of Instruction; English (Second Language); Chinese; Educational Benefits; Program Effectiveness; Educational Research; Periodicals; Student Attitudes; Language Proficiency; China + Suchen Sie Ihr Suchwort? Ausland; Bilingual teaching; Bilingualer Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsentwicklung; Trendanalyse; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Bildungsertrag; Bildungsforschung; Pädagogische Forschung; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Schülerverhalten; Language skill; Language skills; Sprachkompetenz
Abstract	In this three-phase, systematic review, we comprehensively synthesize research on bilingual education in higher education institutions over a 19-year period, starting from the initiation of this top-down educational provision across mainland China. In this context, although English has no official status, it is highly regarded and widely used as a medium of instruction alongside Chinese. We critically examine studies (n = 1,632) published in both English and Chinese outlets on academic discourse that deliberate on "what was studied," "how it was studied," and "what the publication trend was." We argue that scholarly attention should continue to revolve around the benefits of bilingual programs, due to the lack of rigorous empirical evidence that attests to the effectiveness of bilingual education in Chinese higher education. Our review echoes similar research syntheses conducted in Europe and worldwide and is, therefore, expected to shed light on the policy implications and the practice of bilingual education in higher education on a global scale. Recommendations for future research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01