Late immersion: Contrasting content-trained teachers’ and language-trained teachers’ pedagogies

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Abstract

This paper reports a study comparing the immersion pedagogy used by content-trained late English immersion teachers in Hong Kong and language-trained late English immersion teachers in Xi’an, China. The study investigates the classroom discourse of these teachers for evidence of support for their students’ content and target language learning.
Original languageEnglish
Publication statusPublished - 2008

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teacher
language
Hong Kong
classroom
China
discourse
learning
evidence
student

Citation

Kong, S. (2008, October). Late immersion: Contrasting content-trained teachers’ and language-trained teachers’ pedagogies. Paper presented at the Immersion Education: Pathways to Bilingualism & Beyond, St. Paul, MN.