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

By Y. Lo, E. Macaro. 2012

138 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/374c0eb2c144de5ef5d5d21fb8b46a53c121fa62

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jack K. H. Pun
2. E. Macaro
3. Y. Lo

In Language and Linguistics

1. Y. Lo
2. Jack K. H. Pun
3. E. Macaro
4. Eric Lo
5. N. Kelly
6. Jennifer Bruen
7. S. Graham
8. Karen E. Roehr

In Literature and Literary Theory

1. Y. Lo
2. Jack K. H. Pun
3. E. Macaro
4. Eric Lo
5. S. Graham
6. Karen E. Roehr
7. N. Kelly
8. Jennifer Bruen

Citations in the corpus

• How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning (2015, background): “This was to ensure that they were representative of Hong Kong secondary schools and were also closely matched.”
• A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong (2014, background): “Teaching and learning processes in EMI education are also important for evaluating bilingual programs, through understanding what actually happens in lessons using an L2 as the MoI (Lo & Macaro, 2012; Yip, Coyle, & Tsang, 2007).”
• The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong (2018, methodology): “Using the notion of simple and extended IRF patterns, Lo and Macaro (2012) compared Arts and Science subject lessons in Grade 9 and 10 between early and late EMI schools in Hong Kong.”