Late immersion in Hong Kong: A pedagogical framework integrating content-language teaching and learning

Late immersion in Hong Kong: A pedagogical framework integrating content-language teaching and learning

• Kong, Wai Yu Stella The Hong Kong Institute of Education

The Journal of Asia TEFL, 107-132, 2008

2008

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching

Language Objectives Text Structures Knowledge Structures Content-Language Integration Late Immersion

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Despite a long history of publicly-funded English immersion education, late immersion in Hong Kong is not achieving the dual goals of content and second language learning at levels that an immersion curriculum can expect. The growing importance of English in the Asia Pacific region places an urgent demand on Hong Kong, and indeed its neighbouring cities and countries, to improve language-in-education policies and practices. To support the improvement of an aspect of practice within the late immersion curriculum, this paper offers a pedagogical framework for integrating content and second language teaching and learning to guide late immersion pedagogy. The proposed framework draws on three main sources of knowledge: first, the concepts of knowledge structures, text structures and language objectives; second, some of the teaching and learning problems observed in late immersion classrooms in Hong Kong; third, extensive experience of working with teachers who have attended an in-service immersion teacher education programme.
[Copyright © 2008 The Asian Association of Teachers of English as a Foreign Language.]

• English

Journal Articles

• 17383102

https://bibliography.lib.eduhk.hk/bibs/c01e3cb8

2015-11-05