By Angel M. Y. Lin, Evelyn Y. F. Man
This ebook goals at assembly this pressing desire by way of discussing, in obtainable language, examine findings on key strategies of bilingual schooling, and up to date advancements of bilingual schooling rules in Hong Kong, Singapore and Malaysia. academics, 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
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. L1 is maintained both as a subject and as a medium of instruction for at least some content subjects throughout primary and secondary schooling.
Bilingual Education in Different Contexts: Principles and Practice 25 The European Schools Model (Beardsmore, 1993, 1995; Cummins, 1995; Tung, 1996) is therefore outlined here mainly for the insights that Hong Kong language education planners might gain regarding the question of how to effectively design and run a small number of top-quality, innovative schools which can provide the society and economy with a top-notch workforce that is fully biliterate (in English and Standard Chinese) and fully trilingual (in Cantonese, English and Putonghua), albeit small in size.
The following description of the Oyster Bilingual School is taken from Cummins (1999a, pp. 8–9; emphasis added). Oyster Bilingual School (Washington, DC). The bilingual programme was started in 1971 and involves instruction in both Spanish and English for about 50% of the time in each language from kindergarten through grade 6. Each class is taught by two teachers, one responsible for English-medium instruction and one for Spanish-medium instruction. This instructional organization is achieved by means of creative management of resources rather than by additional external funds (personal communication Elena Izquierdo, former principal of Oyster School).