This study reports the findings of a Hong Kong aided school which debuted one English (L2) immersion class in Primary one (Grade one equivalent) in 2019-20 in the midst of legal uncertainty and the predominantly Chinese (L1) environment. Data were collected using MOLT Classroom Observation Scheme (Guilloteaux & Dörnyei, 2008), and teacher and parent interviews. Despite being constrained by the initial language barrier, there is evidence showing the immersion class students displayed the following favourable attributes: 1. Motivation in class participation and 2. greater improvement in L2 when compared to those enrolled in normal classes. The study enriches understanding of the strengths and challenges faced by lower primary level immersion classes in Asia where similar undertaking and research literature are scarce.
Edward Y.W. Chu, Hong Kong Metropolitan University, Hong Kong
Stream: Applied linguistics research
This paper is part of the ECLL2022 Conference Proceedings (View)
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