Comparing Monolingual and Bilingual Classrooms

Abstract

This chapter is about comparing pedagogy in monolingual vs bilingual classes in the Learning Support Program. Pedagogy in typical LSP classes where English reading skills are taught in and through the target language is compared with bilingual classes where Malay and Chinese were systematically used to teach vocabulary and grammar. Specifically I explored how questioning patterns and the nature of interaction changes when translanguaging is the pedagogic practice. The main findings are that there was no change in the quantity of questions asked by the teachers and students in the monolingual vs bilingual classes. Furthermore there were a higher number of lower-order questions in the latter. However, there was a substantial difference in the nature of interaction between the monolingual vs bilingual classes. In the bilingual classes, exchanges were longer, and the teacher took time to explain key vocabulary items and grammatical rules. This chapter thus provides a bird’s-eye view of monolingual vs bilingual pedagogy and sets the stage for an in-depth analysis of interactional patterns in the ensuing chapters.