Localizing immersion education: A case study of an international bilingual education program in south China

Xiong, Tao; Feng, Anwei

doi:10.1080/13670050.2018.1435626

Cited by 21 publications

(14 citation statements)

References 19 publications

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“…Lee (2009) discovered that English immersion program builds the participants' language enhancement language skills, personal development, cultural understanding. Xiong & Feng (2018) pointed out that international bilingual education program students demonstrated a better performance in terms of emotion, intellectual, and cultural awareness. Other researchers (Evans, et al, 2001;Poon, 2016;Ee, 2016;Lee, 2009;Jeon, 2012) argue that English immersion not only provides experiences in cultural interaction but also builds personal development.…”

Section: Discussionmentioning

confidence: 99%

“…Researches findings demonstrating cultural understanding and personal development in English immersion settings can be identified by the following studies. Xiong & Feng (2018) found that international bilingual education program students demonstrated a better performance in terms of emotion, intellectual, and cultural awareness. Meanwhile, Lee (2009), involving a group of Hong Kong English Language student teachers who joined a six-week immersion program in Auckland, claimed that the program has successfully developed the student teachers in terms of language enhancement, cultural understanding, pedagogical understanding, and personal development.…”

Section: Introductionmentioning

confidence: 95%

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English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness

Supriyono

Saputra

Dewi

2022

JEELS

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This study reflects the best practice of the English immersion program designed for EFL learners. Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness

Supriyono

Saputra

Dewi

2022

JEELS

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“…Due to the growing status of English as an international language and the increasing international mobility, English learning has been improved (Xiong & Feng, 2018). English is studied not only in formal education but also in non-formal education.…”

Section: Non-formal Educationmentioning

confidence: 99%

“My Grades Are Always Equal to Standardized Critetria” : Discovering EFL Learners’ Motivation Outside Formal Classroom

Jannatussholihah

Ashadi

Andriyanti

2022

JEELS

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Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.

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“…However, is it possible to avoid this linguistic expansion? Tao Xiong and Anwei Feng actualizing the problem of studying English in modern China as a way of international communication [Xiong & Feng, 2018]. The authors refer to numerous empirical material: interviews, observations, documentary information and test results.…”

Section: China's State Education Policy In the Process Of Internationmentioning

confidence: 99%

China as a Subject of International Education: Experience of Development

Chengzhang¹,

Weizhen²

2019

FHI

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Localizing immersion education: A case study of an international bilingual education program in south China

Cited by 21 publications

References 19 publications

English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness

English Immersion Program in EFL Setting: A Modified Model, Implementation, and Effectiveness

“My Grades Are Always Equal to Standardized Critetria” : Discovering EFL Learners’ Motivation Outside Formal Classroom

China as a Subject of International Education: Experience of Development

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