Journal Articles
The medium of instruction and classroom interaction: Evidence from Hong Kong secondary schools
- The medium of instruction and classroom interaction: Evidence from Hong Kong secondary schools
- International Journal of Bilingual Education and Bilingualism, 15(1), 29-52, 2012
- Routledge
- 2012
-
- Hong Kong
-
- 1997.7 onwards
-
- Secondary Education
- Teacher-student interaction in classrooms is perceived to be crucial for learning. Previous research has compared the interaction in classrooms where a second language is used as the medium of instruction (MoI) with those where the mother tongue is used. This has been done mainly via qualitative impressions. The current study adopted a mixed method design to examine objectively and comprehensively the classroom interaction in a sample of Hong Kong secondary schools that used Chinese as the MoI from Grade 7 to 9, but then switched to English from Grade 10 onwards (i.e. MoI-switching schools). By doing so, this study aimed to identify the possible effect of a change in the MoI on classroom interaction and its potential for learning. Sixty lessons were observed in Grade 9 and 10 in three MoI-switching schools and compared to two schools where English was used throughout all the grades. The results show that, when the MoI changed from students' first to second language, lessons tended to become more teacher-centred and there were fewer opportunities for negotiation of meaning and scaffolding. These findings have significant implications for the relationship between the MoI and classroom interaction and provide important insights into pedagogy and teacher development.[Copyright of International Journal of Bilingual Education and Bilingualism is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13670050.2011.588307]
-
- English
- Journal Articles
-
- 13670050
- https://bibliography.lib.eduhk.hk/en/bibs/b2b9fa3a
- 2014-01-18
Recent Journal Articles
The role of the research environment and motivation in PhD students’ well-being: A perspective from self-determination theoryJournal Articles
Longitudinal associations between school engagement and bullying victimization in school and cyberspace in Hong Kong: Latent variables and an autoregressive cross-lagged panel studyJournal Articles
An investigation of longitudinal associations between psychological distress and student victimization by teachersJournal Articles
Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfactionJournal Articles
Affiliation with delinquent peers as a mediator of the relationships between family conflict and school bullying: A short-term longitudinal panel studyJournal Articles
Which well-being elements are fundamental for early childhood educators in the Chinese context? A network analysisJournal Articles
Leading digital transformation and eliminating barriers for teachers to incorporate artificial intelligence in basic education in Hong KongJournal Articles
Investigating university students’ digital citizenship development through the lens of digital literacy practice: A translingual and transemiotizing perspectiveJournal Articles