File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: The medium of instruction and classroom interaction: Evidence from Hong Kong secondary schools

TitleThe medium of instruction and classroom interaction: Evidence from Hong Kong secondary schools
Authors
Keywordsclassroom interaction
Hong Kong
immersion programme
medium of instruction
Issue Date2012
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.asp
Citation
International Journal Of Bilingual Education And Bilingualism, 2012, v. 15 n. 1, p. 29-52 How to Cite?
AbstractTeacher-student interaction in classrooms is perceived to be crucial for learning. Previous research has compared the interaction in classrooms where a second language is used as the medium of instruction (MoI) with those where the mother tongue is used. This has been done mainly via qualitative impressions. The current study adopted a mixed method design to examine objectively and comprehensively the classroom interaction in a sample of Hong Kong secondary schools that used Chinese as the MoI from Grade 7 to 9, but then switched to English from Grade 10 onwards (i.e. MoI-switching schools). By doing so, this study aimed to identify the possible effect of a change in the MoI on classroom interaction and its potential for learning. Sixty lessons were observed in Grade 9 and 10 in three MoI-switching schools and compared to two schools where English was used throughout all the grades. The results show that, when the MoI changed from students' first to second language, lessons tended to become more teacher-centred and there were fewer opportunities for negotiation of meaning and scaffolding. These findings have significant implications for the relationship between the MoI and classroom interaction and provide important insights into pedagogy and teacher development. © 2012 Copyright Taylor and Francis Group, LLC.
Persistent Identifierhttp://hdl.handle.net/10722/161277
ISSN
2015 Impact Factor: 1.338
2015 SCImago Journal Rankings: 1.144
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLo, YYen_HK
dc.contributor.authorMacaro, Een_HK
dc.date.accessioned2012-08-24T08:28:57Z-
dc.date.available2012-08-24T08:28:57Z-
dc.date.issued2012en_HK
dc.identifier.citationInternational Journal Of Bilingual Education And Bilingualism, 2012, v. 15 n. 1, p. 29-52en_HK
dc.identifier.issn1367-0050en_HK
dc.identifier.urihttp://hdl.handle.net/10722/161277-
dc.description.abstractTeacher-student interaction in classrooms is perceived to be crucial for learning. Previous research has compared the interaction in classrooms where a second language is used as the medium of instruction (MoI) with those where the mother tongue is used. This has been done mainly via qualitative impressions. The current study adopted a mixed method design to examine objectively and comprehensively the classroom interaction in a sample of Hong Kong secondary schools that used Chinese as the MoI from Grade 7 to 9, but then switched to English from Grade 10 onwards (i.e. MoI-switching schools). By doing so, this study aimed to identify the possible effect of a change in the MoI on classroom interaction and its potential for learning. Sixty lessons were observed in Grade 9 and 10 in three MoI-switching schools and compared to two schools where English was used throughout all the grades. The results show that, when the MoI changed from students' first to second language, lessons tended to become more teacher-centred and there were fewer opportunities for negotiation of meaning and scaffolding. These findings have significant implications for the relationship between the MoI and classroom interaction and provide important insights into pedagogy and teacher development. © 2012 Copyright Taylor and Francis Group, LLC.en_HK
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.aspen_HK
dc.relation.ispartofInternational Journal of Bilingual Education and Bilingualismen_HK
dc.subjectclassroom interactionen_HK
dc.subjectHong Kongen_HK
dc.subjectimmersion programmeen_HK
dc.subjectmedium of instructionen_HK
dc.titleThe medium of instruction and classroom interaction: Evidence from Hong Kong secondary schoolsen_HK
dc.typeArticleen_HK
dc.identifier.emailLo, YY: yuenyilo@hku.hken_HK
dc.identifier.authorityLo, YY=rp01635en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/13670050.2011.588307en_HK
dc.identifier.scopuseid_2-s2.0-84859129273en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84859129273&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume15en_HK
dc.identifier.issue1en_HK
dc.identifier.spage29en_HK
dc.identifier.epage52en_HK
dc.identifier.eissn1747-7522-
dc.identifier.isiWOS:000301856200002-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLo, YY=55154428600en_HK
dc.identifier.scopusauthoridMacaro, E=6506744943en_HK

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats