A Global Challenge: Overseas Immersion as an Effective Means to Enhancing English Proficiency?

Abstract

Promoting the use of English as a lingua franca is doubtlessly a key process in globalisation. Hong Kong, being an international financial centre, took up the global challenge to enhance the linguistic competence of its human capital through education reform, and has invested billions of dollars in language enhancement in both school and university sectors since 2000. The present paper reports on an overseas English immersion programme offered by a university in Hong Kong, and explores whether immersion is an effective means to enhancing English proficiency. The paper first provides a backdrop for the Hong Kong government's policy on overseas English immersion implemented in [2001][2002]. Then the design, content, operation and assessment of the overseas English immersion programme in a teacher education programme are described. Finally, the effectiveness of overseas immersion is discussed in light of globalisation and English language teaching and learning. IntroductionDue to globalisation, education reforms swept across the globe towards the end of the 1990s. In addition to the major reform areas such as academic system, curriculum and assessment, English enhancement is a main focus of reform especially in countries that do not use English as a first language. Among different methods of raising English standards, overseas immersion is considered an effective way. The present paper gives a detailed and in-depth report of an overseas English immersion programme offered by a university in Hong Kong, and explores whether the claim is established. The paper first provides a backdrop for the Hong Kong government's policy on overseas English immersion implemented in [2001][2002]. Then the design, content, operation and assessment of the overseas English immersion programme in

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“…As noted above, and as discussed in chapters by Poon (2015), Gu (2015), and Ng (2015) in this volume, there has been a significant increase in the provision of EMI courses in universities across Asia and the reasons for this vary. Knight (2008) lists four possible motivations for universities to internationalise: political, economic, cultural and academic.…”

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“…As noted above, and as discussed in chapters by Poon (2015), Gu (2015), and Ng (2015) in this volume, there has been a significant increase in the provision of EMI courses in universities across Asia and the reasons for this vary. Knight (2008) lists four possible motivations for universities to internationalise: political, economic, cultural and academic.…”

“…The number of universities across the Asia-Pacific region which have introduced English as a medium of instruction (EMI) and/or increased the number of programmes they offer through EMI has risen significantly in recent years (see other chapters in this volume by Poon (2015), Gu (2015), and Ng (2015)). This increase in EMI courses in the Asia-Pacific region mirrors similar increases in EMI courses in other parts of the world, including continental Europe (e.g.…”