Harvard Educational Review
  1. Fall 2000 Issue »

    Late Immersion and Language of Instruction in Hong Kong High Schools

    Achievement Growth in Language and Nonlanguage Subjects

    Herbert W. Marsh, Kit-Tai Hau, Chit-Kwong Kong
    In this article, Herbert Marsh, Kit-Tai Hau, and Chit-Kwong Kong evaluate the effects of instruction in the first language (Chinese) and the second language (English) on achievement using multilevel growth models for a large representative sample of Hong Kong students during their first three years of high school. For nonlanguage subjects, late immersion in English as the language of instruction had large negative effects. Immersion in English did have positive effects on English and, to a smaller extent, Chinese language achievement, but these effects were small relative to the large negative effects in nonlanguage subjects. Whereas previous research has shown positive effects for early-immersion programs that start in kindergarten where language demands are not so great, negative effects for this late-immersion program challenge the generality of these findings to high schools and, perhaps, theoretical models of second-language acquisition.

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    Fall 2000 Issue

    Abstracts

    HER Classic Reprint - Student Social Class and Teacher Expectations
    The Self-Fulfilling Prophecy in Ghetto Education
    Ray C. Rist
    Late Immersion and Language of Instruction in Hong Kong High Schools
    Achievement Growth in Language and Nonlanguage Subjects
    Herbert W. Marsh, Kit-Tai Hau, Chit-Kwong Kong
    The Thing Never Speaks for Itself
    Lacan and the Pedagogical Politics of Clarity
    Douglas Sadao Aoki

    Book Notes

    Has Feminism Changed Science?
    By Londa Schiebinger

    Making Our High Schools Better
    By Anne Westcott Dodd and Jean L. Konzal

    Women’s Science
    By Margaret A. Eisenhart and Elizabeth Finkel, with Linda Behm, Nancy Lawrence, and Karen Tonso

    Between Church and State
    By James W. Fraser

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