User:JosebaAbaitua/sandbox/References/DHum1920/GOITIA DE ZABALA, María
User:JosebaAbaitua/sandbox/References/DHum1920
According to Chang [1], competence in English language has become a crucial determinant for access to higher education and well-paid employment, and China’s educational policy has been adjusted to embed English in the curriculum so as to honor the rise of global English. Actually, as Cummins states [2], English is the language for higher order thinking and conceptualization deemed necessary for academic success in that language. In fact, Chinese immersion schools have been growing in popularity in USA (Minnesota, for instance) over the past decade [3]. However, the situation is different in China, as there is a shortage of bilingual professionals. As Hu claims, teachers both conversant in two languages and specialized in their subject are prerequisites to facilitate knowledge transfer in the classroom [4], and there are not many of those in China.
- ^ CHANG, JUNYUE (August 2006). "Globalization and English in Chinese higher education". World Englishes. 25 (3–4). Wiley Online Library: 513–525. doi:10.1111/j.1467-971X.2006.00484.x. Retrieved 11 May 2020.
- ^ Cummins, Jim (2000). Language, power, and pedagogy : bilingual children in the crossfire. Clevedon, UK: Multilingual Matters. ISBN 9781853594731.
- ^ Feshir, Riham (December 2, 2019). "Chinese, English language students learn from each other in U of M program". MPR News. MPR News. Retrieved 11 May 2020.
- ^ Hu, Guangwei. "The misleading academic discourse on Chinese--English bilingual education in China". SAGE journals. Sage Publications. Retrieved 11 May 2020.