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  • Does the switch of medium of instruction facilitate the language learning of students? A case study of Hong Kong from teachers’ perspective /
Tác giả CN Angela, Choi Fung Tam
Nhan đề Does the switch of medium of instruction facilitate the language learning of students? A case study of Hong Kong from teachers’ perspective /Angela Choi Fung Tam
Thông tin xuất bản 2011
Mô tả vật lý p. 399-417
Tóm tắt The medium of instruction (MOI) and its impact on improving the language proficiency of students has become a debated issue worldwide. The policy-makers of post-colonial Hong Kong believed that the general Chinese competency, Chinese writing and Pu¬tonghua proficiency of students would be improved through the use of a Putonghua- medium-of-instruction (PMI) rather than the Cantonese medium, the mother tongue of students and teachers. Therefore, using Putonghua to teach the Chinese language has been promulgated as a long-term goal by the Curriculum Development Council. Early studies have placed an emphasis on using standardized tests to assess students’ learning outcomes with the use of PMI, but unfortunately the findings have been inconclusive. Despite teachers’ involvement in implementing the MOI policy, there is a dearth of stud¬ies examining the perspective of teachers regarding the language learning of students under PMI. This paper aims to explore this important issue in greater depth through a case study of a high school, which has implemented PMI to teach the Chinese language for 10 years. The findings indicate that there are mismatches between the stated educa¬tional policy intentions and the language learning of students in various aspects. Further studies and follow-up measures on the language policy and education are suggested
Đề mục chủ đề Ngôn ngữ--TVĐHHN.
Thuật ngữ không kiểm soát Putonghua.
Thuật ngữ không kiểm soát Language policy.
Thuật ngữ không kiểm soát Hong Kong
Thuật ngữ không kiểm soát Medium of instruction.
Thuật ngữ không kiểm soát Chinese.
Nguồn trích Language and education- 2011, Vol25, N.5
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005202007220855
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039|a20200722085537|bhuongnt|y20160818163154|zkhiembt
0410|aeng
1000|aAngela, Choi Fung Tam
24510|aDoes the switch of medium of instruction facilitate the language learning of students? A case study of Hong Kong from teachers’ perspective /|cAngela Choi Fung Tam
260|c2011
300|ap. 399-417
3620|aVol. 25 (September 2011)
520|aThe medium of instruction (MOI) and its impact on improving the language proficiency of students has become a debated issue worldwide. The policy-makers of post-colonial Hong Kong believed that the general Chinese competency, Chinese writing and Pu¬tonghua proficiency of students would be improved through the use of a Putonghua- medium-of-instruction (PMI) rather than the Cantonese medium, the mother tongue of students and teachers. Therefore, using Putonghua to teach the Chinese language has been promulgated as a long-term goal by the Curriculum Development Council. Early studies have placed an emphasis on using standardized tests to assess students’ learning outcomes with the use of PMI, but unfortunately the findings have been inconclusive. Despite teachers’ involvement in implementing the MOI policy, there is a dearth of stud¬ies examining the perspective of teachers regarding the language learning of students under PMI. This paper aims to explore this important issue in greater depth through a case study of a high school, which has implemented PMI to teach the Chinese language for 10 years. The findings indicate that there are mismatches between the stated educa¬tional policy intentions and the language learning of students in various aspects. Further studies and follow-up measures on the language policy and education are suggested
65017|aNgôn ngữ|2TVĐHHN.
653|aPutonghua.
653|aLanguage policy.
653|aHong Kong
6530|aMedium of instruction.
6530 |aChinese.
7730|tLanguage and education|g2011, Vol25, N.5
890|a0|b0|c0|d0

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