The Influence of Partial English Immersion Programs in Taiwan on Kindergartners’ Perceptions of Chinese and English Languages and Cultures
Title
The Influence of Partial English Immersion Programs in Taiwan on Kindergartners’ Perceptions of Chinese and English Languages and Cultures
The Influence of Partial English Immersion Programs in Taiwan on Kindergartners’ Perceptions of Chinese and English Languages and Cultures
Keywords: language immersion program, EFL, bilingual education, ESL, culture identity, early childhood education
Authors
Dr Ya-Ling Chen
Ping-Tung University Of Education, Taiwan
Dr Ya-Ling Chen
Ping-Tung University Of Education, Taiwan
Bio Data
Dr Ya-Ling Chen is an assistant professor in the Early Childhood Education Department at Pingtung University of Education. He obtained his Masters degree in August, 1997 in the Curriculum & Instruction Department of Penn State University and his doctoral degree in May, 2002 from the Curriculum & Instruction Department of the University of Wisconsin-Madison.
Abstract
Many Taiwanese scholars and parents raise concerns about the influences of the partial English immersion programs (EIPs), indicating EIPs might lead children to devalue their Chinese language (L1) and Chinese culture (C1), and favor English (L2) and Western culture (C2). This study explores whether a typical partial English immersion program leads children to devalue their L1 and C1. Also, this study shows how linguistic and cultural values are implicitly and explicitly represented in the partial EIP, and how these representations influence children’s attitude toward the English language (L2) and Western culture (C2), in addition to their L1 and C1. This study uses both quantitative and qualitative methods to investigate these research concerns. The results show that, overall, the majority of partial EIP children do not devalue their L1 and C1.
Many Taiwanese scholars and parents raise concerns about the influences of the partial English immersion programs (EIPs), indicating EIPs might lead children to devalue their Chinese language (L1) and Chinese culture (C1), and favor English (L2) and Western culture (C2). This study explores whether a typical partial English immersion program leads children to devalue their L1 and C1. Also, this study shows how linguistic and cultural values are implicitly and explicitly represented in the partial EIP, and how these representations influence children’s attitude toward the English language (L2) and Western culture (C2), in addition to their L1 and C1. This study uses both quantitative and qualitative methods to investigate these research concerns. The results show that, overall, the majority of partial EIP children do not devalue their L1 and C1.
[private]
[/private]
Category: Main Editions, Volume 8 Issue 1
