By Angel M. Y. Lin, Evelyn Y. F. Man
This ebook goals at assembly this pressing want by way of discussing, in available language, study findings on key recommendations of bilingual schooling, and up to date advancements of bilingual schooling regulations in Hong Kong, Singapore and Malaysia. lecturers, scholars and researchers within the components of bilingual schooling, language coverage and making plans (LPP), and reviews of medium of guide coverage and perform either in Hong Kong and different Southeast Asian contexts will enjoy the book.
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Additional resources for Bilingual Education: Southeast Asian Perspectives
History, social sciences). However, throughout the school years, L1 remains an important school subject as well as a medium of instruction in a number of key content subjects. 3. However, this is not to say that early L2 immersion cannot be effective; see discussion in chapter 3 on early and late immersion. 30 Bilingual Education: Southeast Asian Perspectives Two Way/Dual Language Programmes The third successful example of immersion education is the Two Way/Dual Language model. In Two Way/Dual Language schools there are approximately equal numbers of language minority and language majority students in the same classroom.
28 Bilingual Education: Southeast Asian Perspectives 3. In the primary school, oral competence in the L2 is emphasized over written competence, which is the focus of the secondary school. The focus in the primary school is on basic vocabulary and sentence structures. Examinations are not important until after Grade 8. Students in early grades can, therefore, focus more on developing language and thinking skills rather than studying mainly for examinations, as is often the case in Hong Kong. The learning of a second language takes place in a non-threatening environment, because all students have to use a weaker language at some time.
The learning of a second language takes place in a non-threatening environment, because all students have to use a weaker language at some time. L1 is maintained both as a subject and as a medium of instruction for at least some content subjects throughout primary and secondary schooling. , history, geography, social sciences). 4. 5. 6. 7. Table 6. Secondary School Curriculum (Grades 11–12) in European Schools (from Beardsmore, 1995, p. 46) Compulsory subjects L1 as a subject Philosophy Mathematics L2 as a subject History Geography Physical education Religion or ethics Grades 11 & 12 4 × 45 mins 2 × 45 mins 3 or 5 × 45 mins 3 × 45 mins 2 × 45 mins 2 × 45 mins 2 × 45 mins 1 × 45 mins Elective courses Latin Greek Physics Chemistry Biology L3 as a subject L4 as a subject Advanced course in L1 as a subject Advanced course in mathematics Advanced physics and chemistry Economics Advanced course in L2 as a subject Advanced course in geography Advanced course in history Plastic arts Music Sociology Other subjects 5 × 45 mins 5 × 45 mins 4 × 45 mins 4 or 5 × 45 mins 4 or 5 × 45 mins 3 × 45 mins 3 × 45 mins 3 × 45 mins 3 × 45 mins 2 × 45 mins 5 × 45 mins 3 × 45 mins 2 × 45 mins 2 × 45 mins 2 × 45 mins 2 × 45 mins 2 × 45 mins 2 × 45 mins Note: a) All subjects are taught through the L1 of the section except those in italics.
Bilingual Education: Southeast Asian Perspectives by Angel M. Y. Lin, Evelyn Y. F. Man