Dissonant voices of kindergarteners in an English immersion experience

Research output: Contribution to journalArticle

Abstract

This paper reports findings of an innovative project which provided partial immersion English experiences for three groups of five-year-old children from a local preschool through a partnering program with three international preschools. The project was consisted of two phases :(I) initial visits between partnering children to establish friendship (II) a week’s program of English informal activities like games, song singing, story book sharing to enhance young learner’s interests and motivation to speak English in an authentic interaction context. 39 project children were interviewed on their views of learning English before and after the project to see if the immersion experience has aroused their interest of speaking English. A few but strong provocative voices have illuminated important messages for both teachers and parents to take note of when planning immersion experiences for very young children. Copyright © 2010 The Hong Kong Institute of Education.
Original languageEnglish
Pages (from-to)52-57
JournalHong Kong Journal of Early Childhood
Volume9
Issue number2
Publication statusPublished - Dec 2010

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Citation

Ng, M. L. (2010). Dissonant voices of kindergarteners in an English immersion experience. Hong Kong Journal of Early Childhood, 9(2), 52-57.