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

Lo, Yuen Yi; Lo, Eric Siu Chung

doi:10.3102/0034654313499615

Cited by 152 publications

(75 citation statements)

References 48 publications

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“…This can be accounted for by the considerable divergence in the foreign language or second language (L2) involved and the different models under the umbrella term CLIL. For instance, Lo and Lo's (2014) meta-analysis about the effectiveness of EMI/CLIL in Hong Kong has revealed that while learners have experienced gains in their L2 proficiency, their knowledge of content subjects has suffered. Cenoz, Genesee, and Gorter (2014) have proposed factors causing discrepancies between learners' improvement in language proficiency and subject learning.…”

Section: Background To the Studymentioning

confidence: 98%

How strategic use of L1 in an L2-medium mathematics classroom facilitates L2 interaction and comprehension

Tavares

2015

International Journal of Bilingual Education and Bilingualism

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There has been an increasing interest in and hence a growing number of research studies on content and language integrated learning (CLIL) over the past two decades. One of the on-going debates in CLIL is on bilingualism versus monolingualism, or the role of the first language (L1) in subject teaching. So far, very few research projects have been carried out in Asian L2-medium classrooms where there are significant differences in the learners' L1 and L2. Adopting an exemplary case study approach, this study investigates a bilingual teacher's strategy use in a mathematics L2-medium classroom in Hong Kong. Through analysing classroom observation data, teacher and student semi-structured interviews and artefacts, it was noted that the teacher made strategic use of L1 to mediate her students' gradual adaptation to the shift in medium of instruction. Methods that the teacher used included ones that resemble what L2 teachers would employ in language teaching: noticing, syllabification, morphological cues, think-pair-share, vocabulary-building strategies, questioning techniques, immediate correction and others. Results of the current investigation support as well as extend the findings of previous studies and have important reference value for bilingual teachers, teacher educators, policy-makers and CLIL researchers.

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Section: Background To the Studymentioning

confidence: 98%

How strategic use of L1 in an L2-medium mathematics classroom facilitates L2 interaction and comprehension

Tavares

2015

International Journal of Bilingual Education and Bilingualism

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“…Studies of EMI education in Hong Kong are less conclusive. Recent large-scale studies tend to suggest that EMI helps with L2 learning, but is less beneficial to academic progress (Hong Kong Education Bureau 2006;Lo and Lo 2014).…”

Section: Research Backgroundmentioning

confidence: 98%

Getting used to content and language integrated learning: what can classroom interaction reveal?

Macaro

2015

The Language Learning Journal

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Bilingual programmes in which an L2 is used as the medium of instruction are becoming popular in different parts of the world, and content and language integrated learning (CLIL) is one variant of such programmes. Recent research on CLIL has gradually shifted from product-oriented (i.e. evaluating the effectiveness of CLIL in terms of language and content learning outcomes) to more process-oriented by exploring classroom interaction in detail to gain insight into effective pedagogy and teacher education. This paper compares two different settings of CLIL classrooms in Hong Kong (where CLIL is referred to as 'English Medium Instruction'). In one setting, the Grade 10 teachers and students (aged 15) had experienced CLIL for the first three years of secondary education; in the second one, the Grade 10 teachers and students had just started to experience the CLIL approach. In our comprehensive analysis of 15 observed lessons, we found that the teacher-student interaction where CLIL had just started was more monologic: the teacher dominated the lesson talk, students had difficulties expressing their meaning in L2, question-and-answer sequences were constrained -a finding which would cause concern if replicated more generally. Our interpretation is that it takes time for both teachers and students to get used to integrated content and language learning, teachers need to develop skills to engage students in extended verbal exchanges, and students need to reach operational levels of L2 proficiency. The findings of this study yield significant implications for the successful implementation of CLIL in other contexts.

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“…Byun et al, (2011) argue that the compulsory adoption of EMI in Korea seems lacking a much-needed support system and appropriate lecturers, therefore the overall implementation of EMI across academic disciplines have formed the opinion that EMI can hinder student's comprehension of the teaching content. A meta-analysis conducted by Lo and Lo (2014) reveals that unlike EMI programs in other educational contexts (e.g., Canada or Europe), the EMI education in Hong Kong may experience a failure of academic achievement due to students' insufficient language training and teachers' pedagogical skills deficiency. On the other hand, a number of researches find there are insignificant differences in the academic performance when comparing L1 and EMI students.…”

Section: Literature Review and Research Questionmentioning

confidence: 99%

Does Bilingual Instruction Impact Students' Academic Performance in Content-Based Learning? - Evidence from Business School Students Attending Bilingual and L1 Courses

Lin¹,

He²

2018

Preprint

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Despite the rapid adoption of bilingual programs (English-Chinese) in China's higher education institutions (HEIs), concerns have been raised on perceived language hindrance to students’ academic comprehension and then performance. In response to this, this paper investigates the effects of bilingual instruction on content-based learning and provides empirical evidence after testing related influential factors in bilingual environment. Analyzing a sample of 498 undergraduate students enrolling in a fundamental business course in a sample university in China, we find insignificant statistical difference in students' academic performance between bilingual and L1 classes. We attribute this to the English language support provided by the university and show that learning competence can help students to minimize language barrier and furthermore solve the common learning problems confronted by both bilingual and L1 students. Overall, our paper aims to identify key determinants of students' academic performance in bilingual instruction and provide policy implication for developing desirable bilingual programs in HEIs.

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

Cited by 152 publications

References 48 publications

How strategic use of L1 in an L2-medium mathematics classroom facilitates L2 interaction and comprehension

How strategic use of L1 in an L2-medium mathematics classroom facilitates L2 interaction and comprehension

Getting used to content and language integrated learning: what can classroom interaction reveal?

Does Bilingual Instruction Impact Students' Academic Performance in Content-Based Learning? - Evidence from Business School Students Attending Bilingual and L1 Courses

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