Does Bilingual Instruction Impact Students’ Academic Performance in Content-Based Learning? Evidence from Business School Students Attending Bilingual and L1 Courses

Teng Lin,Yuanyue He

doi:10.3390/su11010263

Abstract

Despite the rapid adoption of bilingual programs (English–Chinese) in Chinese higher education institutions (HEIs), concerns have been raised about perceived language hindrance to students’ academic comprehension and performance. In response to these concerns, we investigated the effects of bilingual instruction on content-based learning, and provide empirical evidence after testing influential factors in bilingual environments. Analyzing a sample of 498 undergraduate students enrolled in a fundamental business course at a sample university in China, we found insignificant statistical differences in the students’ academic performance between bilingual and L1 (Chinese) classes. We attribute this to the English language support provided by the university, and show that learning competence can help students minimize language barriers and solve common learning problems facing both bilingual and L1 students. Overall, our paper aimed to identify key determinants of students’ academic performance during bilingual instruction, and provide policy implications for developing desirable bilingual programs in HEIs.

Highlights

The English language has been used extensively in Chinese universities, including 985 and 211
The results show students in bilingual classes were associated with higher Grade Point Average (GPA), CET4, and CET6 averages
Growing numbers of Chinese studies have critically reviewed English-medium instruction (EMI)’s role in content-based learning as reported in the booked edited by Zhao and Dixon [31]

Summary

Introduction

The English language has been used extensively in Chinese universities, including 985 and 211 Dobrota et al [8] showed that the adoption of English can enhance a university’s global ranking, and attract international talent and students. In 2004, China’s Ministry of National Education published the No 4 Notice titled “Opinion on Further Strengthening the Undergraduate Teaching” (http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_734/ 200507/8296.html), advocating the need for English intermediate-level education at university and college levels. Following the No 4 Notice, the Bureau of Education in Shanghai City (SHC) pointed out that colleges and universities in SHC should actively support bilingual (Chinese and English) education and set the target of 10% courses/subjects to be conducted bilingually by the end of 2004. Students in many Chinese universities can find non-language-learning courses taught bilingually. A few courses are even conducted completely in English (Shi [12])

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Results

Conclusion