Source 3:
Haiyan Qiang, Siegel, Linda S. INTRODUCTION OF ENGLISH IMMERSION IN CHINA: A TRANSPLANT WITH MODIFICATIONS. International Education; Spring2012, Vol. 41 Issue 2, p6-18, 13p
Summary:
The article first introduces the history of English teaching in China and the French immersion model of Canada. Researchers borrowed the French immersion model and conducted the English immersion model in China.Then the authors compare the traditional English teaching in China and the English immersion. Based on the research, Haiyan Qiang, Siegel, Linda S.argue that traditional English teaching in China is passive and inefficient and students’ listening and speaking skills are not good while on the other hand, English immersion gives students a chance to learn English as a whole and learn it on a daily life use base. But then Haiyan Qiang, Siegel, Linda S.present the limitations of the English immersion in China, such as teachers’ ability, limited class time and big class size. In the abstract of the article, it says that “ This article presents an overview of replicating the French immersion model used in Canada to English immersion programs in China. It provides the Chinese context of this program highlighting the importance of English education and the defect of traditional English teaching and learning. With a focused discussion on the differences between the traditional and immersion English teaching approaches, the paper argues that, to sustain an effective transplanted English immersion program, necessary modifications must be made to respond to the social and educational contextual restrictions in the "borrower" country.” The abstract is almost same with my summary of the text.
Haiyan Qiang, Siegel, Linda S. INTRODUCTION OF ENGLISH IMMERSION IN CHINA: A TRANSPLANT WITH MODIFICATIONS. International Education; Spring2012, Vol. 41 Issue 2, p6-18, 13p
Summary:
The article first introduces the history of English teaching in China and the French immersion model of Canada. Researchers borrowed the French immersion model and conducted the English immersion model in China.Then the authors compare the traditional English teaching in China and the English immersion. Based on the research, Haiyan Qiang, Siegel, Linda S.argue that traditional English teaching in China is passive and inefficient and students’ listening and speaking skills are not good while on the other hand, English immersion gives students a chance to learn English as a whole and learn it on a daily life use base. But then Haiyan Qiang, Siegel, Linda S.present the limitations of the English immersion in China, such as teachers’ ability, limited class time and big class size. In the abstract of the article, it says that “ This article presents an overview of replicating the French immersion model used in Canada to English immersion programs in China. It provides the Chinese context of this program highlighting the importance of English education and the defect of traditional English teaching and learning. With a focused discussion on the differences between the traditional and immersion English teaching approaches, the paper argues that, to sustain an effective transplanted English immersion program, necessary modifications must be made to respond to the social and educational contextual restrictions in the "borrower" country.” The abstract is almost same with my summary of the text.
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