Frontiers in Educational Research, 2024, 7(7); doi: 10.25236/FER.2024.070732.
Li Danling1, Li Linhong2
1Aberdeen Institute of Data Science and Artificial Intelligence, South China Normal University, Guangzhou, China
2English Teaching and Research Department, Guangdong Construction Polytechnic, Guangzhou, China
This paper delves into the concepts and practices of language immersion education in basic education of China especially after the issues of new English Curriculum Standards (2022 edition) and reflects on the future development trends by analyzing the research results of the 8th Annual Conference on Language Immersion Education. Language immersion model was initiated and introduced from Canada and proved to be an effective way of language education. The article first discusses the China’s practices of English immersion education in China, developing a localized theoretical framework that encompasses curriculum models, teaching methodologies, teacher development, and research methods over 26 years. Secondly, the article explores the dynamics of Chinese immersion education around the world and highlights the practice of "National Common Language"(Mandarin) immersion education in China's ethnic minority regions. Future directions in language immersion education should focus on integrating with new curriculum reforms, professional development for teachers, technological integration, and international Chinese education.
language Immersion Education, Chinese Education, Localized practices
Li Danling, Li Linhong. Language Immersion Education: Concepts, Practices, and Reflections—Summary of the 8th Annual Conference on Language Immersion Education. Frontiers in Educational Research (2024) Vol. 7, Issue 7: 223-228. https://doi.org/10.25236/FER.2024.070732.
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