Late immersion and language of instruction in Hong Kong high schools : Achievement growth in language and nonlanguage subjects

By Herbert W. Marsh, K. Hau, C. Kong. 2000

177 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e84209bdae213a116450473bbb46cb9a6812fab0

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. Alexandre J. S. Morin
2. Herbert W. Marsh
3. P. Parker
4. Anthony Bruton
5. K. Hau
6. Y. Lo
7. C. Kong
8. Jiesi Guo

In Language and Linguistics

1. Anthony Bruton
2. Y. Lo
3. Wen-hsien Yang
4. Herbert W. Marsh
5. C. Kong
6. K. Hau
7. Eric Lo
8. P. Parker

Citations in the corpus

• Evaluation of the Effects of Medium of Instruction on the Science Learning of Hong Kong Secondary Students: Performance on the Science Achievement Test (2003, background): “However, students who were initially more proficient in English were less disadvantaged by instruction in English (Marsh et al., 2000).”
• Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme (2015, background): “…materials, EMI education has been found to have negative effects on content learning, to the extent that both teachers and learners have rejected the principle of EMI (Costa and D’Angelo 2011; Johnson 1997; Li 2013; Marsh, Hau, and Kong 2000; Ripple 1984; Yip, Tsang, and Cheung 2003).”
• A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong (2014, background): “Marsh, Hau, and Kong (2000, 2002), after following a large number of students for 5 years, suggested that EMI students benefited in Chinese and English proficiency but were disadvantaged in content subjects such as science, geography, and history.”
• Multilevel Causal Ordering of Academic Self-Concept and Achievement: Influence of Language of Instruction (English Compared With Chinese) for Hong Kong Students (2002, methodology): “However, Marsh, Hau, and Kong (2000) argued that there was almost no systematic research into late-immersion programs— those for which immersion in a different language first occurs in junior or senior high school rather than in kindergarten or at the start of formal schooling.”
• Is CLIL so beneficial, or just selective? Re-evaluating some of the research (2011, background): “…and likely, that the real difference in the language improvement, if this is actually the case, was due to the added English and added teacher support of the language native-speaker assistants rather than the FL input of the content teachers e similar to the Marsh et al. (2000) study in Hong Kong.”
• Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations : A multi-cohort study (2015, background): “Within what they called a ‘non-intervention period’, Marsh, Hau, and Kong (2000) showed that the second-language medium (i.e., English in the Hong Kong Chinese context) had substantially negative effects on math achievement and academic self-concepts in other school subjects (see Appendix B in…”