English immersion in China as a case of educational transfer

Abstract

The English immersion program in China is a case of educational mode transfer from foreign language immersion in North America. This article analyzes the process of the transfer from the perspective of comparative education, using the model of "four stages of educational borrowing." First, it revisits the recent research on educational transfer and briefly introduces the model. Then, it highlights the stages of English immersion program transfer in China. Finally, it concludes that the transfer initiated actively by innovative Chinese scholars, occurs at local and micro levels, with structural context factors and supra-national and sub-national actors playing significant roles in the process. It argues that the model may be applicable in analyzing other educational modes with some adaptations when necessary.

The Pedagogical, Linguistic, and Content Features of Popular English Language Learning Websites in China: A Framework for Analysis and Design

“…An interpretation of these localized topic choices might be that the presentation of the known generates a degree of contextual congruence and familiarity for learners. The topics promote relevance and align with current approaches to second language teaching and learning that prioritize adaptation and contextualization (Qiang & Kang, 2011;Spada, 2007). Respect for learners' existing knowledge and interests, and recognition of their motivational orientations are key issues for online educational materials and content (Hubbard, 2006).…”

“…The primacy of English derives from initial open-door reforms in the 1990s when the language was linked to China's increasing engagement in trade and technology. With China's entry into the World Trade Organization (WTO) in 2001 and English being the language of international business and development, proficiency became a matter of high importance (Qiang & Kang, 2011). Ongoing efforts have been directed at improving and renewing the methods for meeting the English language needs of Chinese learners.…”

Unexpected Poor Comprehenders Among Adolescent ESL Students

“…The English-immersion programs in China were modeled after French immersion programs in Canada and were viewed as an educational transfer (Qiang & Kang, 2011). The Chinese Ministry of Education mandated a formal policy to begin English instruction in China in Grade 3 instead of Grade 7 in 2001 (Hu, 2007).…”

Lessons from the Legacy of Canada-China University Linkages

“…One of the most striking is the development of hundreds of English language immersion schools, adapted from the model of French immersion in Ontario, and integrated into public elementary school environments in Guangdong, Beijing and Xi'an (Qiang & Kang, 2011). A reason for the long-lasting impact of this project in different sectors of education that was identified by the second project director lay in the focus on basic research in areas of common concern.…”