Abstract
This article studies the problem of teaching bilingual children. A definition of “developing bilingual” is proposed. The article presents an example of the application of inquiry based learning through which students develop not only math skills but also lexical capabilities. This study offers levels of differentiation in different groups of students. The paper determines advantages and disadvantages of the use of Inquiry Based Learning in developing bilingual groups.
Highlights
Globalization in the past years led to a rapid increase of bilinguals in the developing countries
In this paper we focus on the positive and negative side of using Inquiry Based Learning (IBL) in science and maths lessons with developing bilinguals
The surveys show that teachers are interested in inquiry based learning but share the opinion that they need training about the ideas of the inquiry and rely on Þnding examples of similar good practices, created and approved by their colleagues
Summary
Globalization in the past years led to a rapid increase of bilinguals in the developing countries. It is a rule that there is no problem with the language barriers in the cities when teaching bilinguals but in the villages the children often do not know Bulgarian and at this stage they cannot be referred to as bilinguals because they speak only one language – the language in which they communicate with their parents and the people around them. They are to become bilinguals in the process of study. This makes students’ integration more difÞcult at a later stage and stops their development as bilinguals
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