Late Immersion and Language of Instruction in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects.

Marsh, Herbert W.; Hau, Kit-Tai; Kong, Chit-Kwong

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Peer reviewed

ERIC Number: EJ612505

Record Type: Journal

Publication Date: 2000

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0017-8055

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Late Immersion and Language of Instruction in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects.

Marsh, Herbert W.; Hau, Kit-Tai; Kong, Chit-Kwong

Harvard Educational Review, v70 n3 p302-46 Fall 2000

For Hong Kong high school students (n=12,784), late immersion in English as the language of instruction had large negative effects on science, geography, and history achievement. English immersion had small positive effects on English and Chinese achievement. Effects of language of instruction did not vary substantially over the first 3 years of high school. (SK)

Descriptors: Academic Achievement, Chinese, English (Second Language), Foreign Countries, High Schools, Immersion Programs, Language of Instruction, Second Language Learning

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Hong Kong

Grant or Contract Numbers: N/A

Author Affiliations: N/A