Chinese-English bilingual education in China : the implication of content-based instruction

dc.contributor.author	Yang, Jingbo	en_US
dc.date.accessioned	2024-08-15T20:19:57Z
dc.date.available	2024-08-15T20:19:57Z
dc.date.copyright	2002	en_US
dc.date.issued	2002
dc.degree.department	Department of Linguistics	en_US
dc.degree.level	Master of Arts M.A.	en
dc.description.abstract	Bilingual education programs as an alternative approach to teaching foreign languages have only recently been introduced in China. To date, no research has been done on this area of study from a Chinese perspective. This evaluation study is the first to investigate the effectiveness of bilingual programs in China. This study was conducted in a school in China. Toe author collected data from three different grade levels of bilingual and matching non-bilingual classes by using three vocabulary tests designed by the author, midterms and final exams provided by the school and two questionnaires. Both the statistical analyses of the quantitative data and the students' opinions derived from the qualitative data indicate that the pro gram was highly effective. Based on these results, I conclude that a well-designed bilingual program like the one in this evaluation study is a worthwhile replacement to a regular EFL programs and should be encouraged within the Chinese school system.
dc.format.extent	127 pages
dc.identifier.uri	https://hdl.handle.net/1828/20246
dc.rights	Available to the World Wide Web	en_US
dc.title	Chinese-English bilingual education in China : the implication of content-based instruction	en_US
dc.type	Thesis	en_US

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