 A Systematic Literature Synthesis of 19 Years of Bilingual Education in Chinese Higher Education: Where Does the Academic Discourse Stand?Fuhui Tong, Zhuoying Wang, Yue Min and Shifang Tang SAGE Open, 2020, vol. 10, issue 2, 2158244020926510 Abstract: In this three-phase, systematic review, we comprehensively synthesize research on bilingual education in higher education institutions over a 19-year period, starting from the initiation of this top-down educational provision across mainland China. In this context, although English has no official status, it is highly regarded and widely used as a medium of instruction alongside Chinese. We critically examine studies ( n = 1,632) published in both English and Chinese outlets on academic discourse that deliberate on what was studied, how it was studied , and what the publication trend was . We argue that scholarly attention should continue to revolve around the benefits of bilingual programs, due to the lack of rigorous empirical evidence that attests to the effectiveness of bilingual education in Chinese higher education. Our review echoes similar research syntheses conducted in Europe and worldwide and is, therefore, expected to shed light on the policy implications and the practice of bilingual education in higher education on a global scale. Recommendations for future research are provided. Keywords: Chinese–English bilingual education; higher education; systematic literature review; educational provision; bilingual model; publication language bias (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:10:y:2020:i:2:p:2158244020926510 Access Statistics for this article More articles in SAGE Open |
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