Controversies of bilingual education in China

Gao, Xuesong; Ren, Wei

doi:10.1080/13670050.2018.1550049

Cited by 45 publications

(33 citation statements)

References 30 publications

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“…Section 4.5) can explain the number of publications from that country. The substantial research output from China on this subject matter can be explained by the bulk of studies focused on minority-language students [45] and English-Chinese bilingual education, especially in Hong Kong after British colonialism [46,47]. Australian scientific production can be attributed to the notable number of studies on bilingual education focused on indigenous-language speakers [25,48], immigrant groups [49], and mainstream English speakers seeking additional language study during the late 20th and early 21st centuries [50], among others.…”

Section: Discussionmentioning

confidence: 99%

Worldwide Trends in Bilingual Education Research: A Half-Century Overview

Sánchez-Pérez

Manzano‐Agugliaro

2021

Education Sciences

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Despite the wealth of studies on bilingual education, there is a dearth of meta-research on the worldwide development and trends of this area of investigation over the past few decades. The occupation of this gap allows scholars to take stock of current states of research, get overviews of the contributions made to the field, foresee future research trends, and identify research needs and gaps that may be addressed in future investigation. This study analyses the evolution and trends of bilingual education research during a 50-year period (1969–2018) from a bibliometric perspective. The results show a steady increase in the number of publications, and was exponential in the last decade, mainly in the form of research articles, which makes bilingual education a truly consolidated and increasingly evolving research field. The US is the leading country with respect to the number of publications, affiliations, and sponsors, followed, primarily, by some other North American (e.g., Canada), European (e.g., UK and Spain), and Asian (e.g., China) countries, as well as Australia. There is a large research network cluster led by the US involving intercontinental interaction among institutions from Europe, Asia, and, to a lesser extent, South America. However, a scant level of internationalisation of scholars publishing works on bilingual education was observed, with most author collaboration being limited to different US institutions. The most influential authors belong to institutions from the US, Canada, Spain, and Israel, and, to a lesser extent, Australia. The main research topics in the field depend on the contexts and include regulations of language institutions, bilingual education models, language skills, pedagogical strategies, education levels, and ages, among others. These results may contribute to the identification of new research needs and therefore, to the development of future directions in bilingual education research.

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Section: Discussionmentioning

confidence: 99%

Worldwide Trends in Bilingual Education Research: A Half-Century Overview

Sánchez-Pérez

Manzano‐Agugliaro

2021

Education Sciences

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“…Cummins & Hornberger (2008) proposed a new definition of Bilingual Education, which uses two languages as the medium of instructions at certain points in students' school careers [2]. According to the study of Gao & Ren (2019), a rising dissatisfaction with the result of traditional English as Foreigner Language (EFL) teaching approaches leads to the emergence of Chinese-English bilingual education [1]. In consequence, early bilingual education in this essay means that children get exposed to two languages from an early age and teachers use content-based English language instruction in kindergartens to meet the need for subject learning and English proficiency.…”

Section: Definition Of Early Bilingual Educationmentioning

confidence: 99%

“…However, despite the prevalence of bilingualism, researches on the topic of bilingual language learning in toddlers and preschoolers are few and no definite answers to many questions in this field due to vast differences among families, regions, and economics. The controversies of the prospect of early bilingual education in China never stops and has attracted much attention in research [1].…”

Section: Introductionmentioning

confidence: 99%

The Prospect of Early Bilingual Education in China

Sun¹,

Lu²,

Zhang³

2020

Proceedings of the 5th International Symposium on Social Science (ISSS 2019)

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This study will review and analyze literatures of the field to indicate the prospect of the early bilingual education in China. As scientific findings about early bilingualism have few opportunities to be disseminated in China, my investigation aims to introduce some mainstream concepts of bilingual education in the state of art works, and provide more information and implications on the early bilingual field to Chinese parents, educators, and educational policymakers. The essay argues that advanced effectiveness of early bilingual education in improving children's language proficiency and cognitive competence contribute to a promising prospect in Chinese context. Finally, the findings of this essay are expected to encourage more relevant stakeholders to engage in early bilingual field.

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“…Nowadays, issues of bilingual education are widely discussed not only in Russia (Galimullin, Galimullina, & Mingazova, 2014;Rakhimova, Yusupova, & Korneyeva, 2016), where representatives of different nationalities live in tolerance but also in the world (Baker, 1996;Kroll, Bobb, Misra, & Guo, 2008;Van Assche, Duyck, Hartsuiker, & Diependaele, 2009). Thus, much attention is paid to the problem of training representatives of other linguistic and cultural formations in Catalonia (Fukuda, 2018) and China (Gao & Ren, 2019).…”

Section: Introductionmentioning

confidence: 99%

Comparative Study of Literature as a Method of Scientific Research Training of Language and Literature Teachers in the Multicultural Environment of the Republic of Tatarstan

Khabibullina¹,

Nagumanova²,

Shemshurenko³

2019

ARPHA Proceedings

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The article is devoted to comparative literary studies as a factor in the scientific research training of language and literature teachers in the multi-ethnic environment of the Republic of Tatarstan. The purpose of the article is to determine the place and essence of comparative literary study as a method of research training of future language and literature teachers, to clarify the methods of its representation in the educational process. The study confirmed that in the context of the bi-and multilingual environment, the most valuable is the study of the comparative poetics of the Russian, Tatar and modern Russian-language literature of the Tatars. The paper summarizes the results of experiments aimed at studying the foreign perception of the poem by G. R. Derzhavin "The Harp" and the 66th sonnet by William Shakespeare. It was concluded that the methods of the comparative study of works of Russian and foreign classics among bi-and multilingual Tatar students make it possible to enrich their cultural horizons and cultivate a tolerant attitude towards the world of the "foreigner" in them. The study of the system of special concepts of comparative poetics (multiplicity of literature, aesthetic interference, the principle of complementarities, etc.) as one of the stages of research training of future language and literature teachers contributes to the education of the personality, ready to successfully integrate into the modern sociocultural space in the context of expanding inter-ethnic and inter-linguistic contacts.

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Controversies of bilingual education in China

Cited by 45 publications

References 30 publications

Worldwide Trends in Bilingual Education Research: A Half-Century Overview

Worldwide Trends in Bilingual Education Research: A Half-Century Overview

The Prospect of Early Bilingual Education in China

Comparative Study of Literature as a Method of Scientific Research Training of Language and Literature Teachers in the Multicultural Environment of the Republic of Tatarstan

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