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| Harvard Educational Review | 1 |
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| Hau, Kit-Tai | 2 |
| Kong, Chit-Kwong | 2 |
| Marsh, Herbert W. | 2 |
| Poon, Andrew Chung-Shing | 1 |
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Peer reviewedMarsh, Herbert W.; Hau, Kit-Tai; Kong, Chit-Kwong – Harvard Educational Review, 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…
Descriptors: Academic Achievement, Chinese, English (Second Language), Foreign Countries
Download full textHau, Kit-Tai; Marsh, Herbert W.; Kong, Chit-Kwong; Poon, Andrew Chung-Shing – 2000
This study examines how instruction in the first language (L1), Chinese, and in the second language (L2), English, affects a large sample of students' academic achievement in L1, L2, and content, nonlanguage school subjects, including mathematics, science, geography, and history, in their first 3 years of high school. For all four content area…
Descriptors: Academic Achievement, Achievement Gains, Chinese, English (Second Language)
