Chinese-English Bilingual Education in China: A Case Study of College Science Majors

Autor/inn/en	Tong, Fuhui; Shi, Qing
Titel	Chinese-English Bilingual Education in China: A Case Study of College Science Majors
Quelle	In: International Journal of Bilingual Education and Bilingualism, 15 (2012) 2, S.165-182 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2011.607921
Schlagwörter	Majors (Students); Language Planning; College Science; Bilingual Education; Language of Instruction; Educational Practices; Foreign Countries; Mandarin Chinese; English (Second Language); Statistical Analysis; Second Language Learning; Case Studies; Student Attitudes; Educational Policy; Surveys; Undergraduate Students; Academic Achievement; Language Proficiency; China + Suchen Sie Ihr Suchwort? Sprachwechsel; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Bildungspraxis; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Statistische Analyse; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Schülerverhalten; Politics of education; Bildungspolitik; Survey; Umfrage; Befragung; Schulleistung; Language skill; Language skills; Sprachkompetenz
Abstract	This quantitative study examines current practice and challenges of Chinese-English bilingual education in Chinese tertiary institutions and presents a case study of a bilingual course by investigating learners' attitudes toward this educational and language policy. Using a convenience sampling strategy with an instrument modified from a nation-wide survey on bilingual education, this study involves 153 undergraduate science majors from a university located southeast of China. Results indicate that students held positive attitudes toward bilingual instruction and believed that such a model will not threaten the status of Chinese language and culture; and such an attitude significantly predicted students' academic achievement whereas the level of English proficiency did not. Further, female students outscored their male counterparts in the final examination. Finally, the positive relationship between years of learning English and attitudes toward bilingualism corroborates with the current literature that earlier exposure results in additive bilingualism. We recommend future studies be conducted to identify the threshold for a minimal level of English skills commensurate with distribution of language of instruction so that college students can benefit from bilingual education. In conclusion, despite challenges, Chinese-English bilingual education is still expected to be a legitimate and eventually rewarding educational practice that fits the socio-political environment of developing China. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10