Bilingual Approach Research Articles

Glossed video keyword captions and L2 vocabulary acquisition: an eye-tracking study

The effect of video captions on vocabulary acquisition is a growing topic of interest among L2 researchers. Expanding on this line of inquiry, this study explores how keyword captions enhanced with first language (L1) and second language (L2) glosses (i.e. definitions or brief explanations of unfamiliar words) impact L2 learners’ vocabulary acquisition. This study involved 101 Korean undergraduate students randomly assigned to a baseline (keyword caption only), L1 gloss (keyword caption + L1 gloss), or L2 gloss (keyword caption + L2 gloss) group. The participants viewed a video that corresponded to their group, during which their eye movements were tracked and recorded. Subsequently, the participants completed two vocabulary tests assessing word form and meaning recall. Linear mixed-effects analysis revealed that keyword captions with L1 and L2 glosses resulted in distinct attentional allocation and contributed differently to lexical acquisition. Notably, although the three groups spent similar durations reading the target word forms, the L1 gloss group significantly outperformed the other two groups in word form recall scores. Furthermore, although the L2 gloss group spent three times longer reading L2 glosses compared to the time the L1 gloss group spent reading L1 glosses, the latter had significantly higher scores in the form translation test. These findings have significant implications for L2 pedagogy, particularly regarding the choice between target-language-exclusive or bilingual approaches.

Comparing Core Concepts of Child Protection: Reflecting the Social Context of Families

ABSTRACT In this paper, we utilize both English and German language scholarly literature to describe the use of four core concepts in child protection. Using the scholarly literature, we address the research questions: (1) How are these four concepts used in regard to child protection services? (2) How do these four concepts address and reflect the social circumstances of families? Expansion to just one other language adds important insight to our understanding and might serve to guide further scholarship expansion to other languages. Inclusion of Kindeswohlgefährdung (Endangerment of the best interest of the child) as a specific concept in the German language environment facilitates this bi-lingual approach.

Code-Switching in French and Francophone Studies Classrooms in a Ghanaian Public University: Exploring Perceptions and Motivations

Code-switching in language classrooms is a contentious topic of debate, with some experts advocating for the monolingual use of the target language as the medium of instruction, while others support a bilingual approach such as code-switching and translanguaging. This paper examines the motivations for code-switching and the perceptions of both lecturers and students on bilingual practices in French and Francophone Studies classrooms. The study adopted a mixed research design, gathering data through interviews, classroom observation and an online questionnaire using a Google Form interface. The questionnaires were distributed to students via their WhatsApp platforms. A total of 120 French students filled out the questionnaires and 5 lecturers were selected for the interview session. The findings revealed that lecturers employ code-switching to address the linguistic needs of both Anglophone and Francophone students in the classrooms. The reasons for code-switching included students’ limited language background, low proficiency in the French language, inadequate teaching materials, situational factors, and the relevance of other languages in French classrooms. Overall, the majority of the lecturers and students expressed a positive perspective towards code-switching use in the classroom stating that such code choices facilitate the understanding of concepts and contribute to interactive classroom experiences. There was, however, the caution against its pervasive use as it hinders the ability to learn and speak the French language.

EVALUATING TEACHER’S USE OF L1 IN ENGLISH EDUCATION PROGRAMS FOR UNDERGRADUATES IN CHINA

This paper delves into the contentious issue of language choice in English as a Second Language (ESL) classrooms, particularly focusing on whether teachers should use students' first language (L1) or exclusively employ English (L2). The debate surrounding this topic has persisted for years, with proponents of L2 immersion arguing for increased English input to enhance language proficiency, while others advocate for the multifaceted roles L1 can play in the learning process. Adopting questionnaires and a focus group interview to analyze the current state of English teaching for undergraduates in Chinese universities, this study reveals the challenges faced by students, including dissatisfaction with existing teaching methods and their own proficiency levels. The research sheds light on the prevalent bilingual approach employed by teachers, balancing English and Chinese based on specific classroom situations. Despite efforts to implement monolingual classrooms, challenges arise due to linguistic diversity among students and the complexities of teaching intricate concepts solely in English. The paper also examines historical pedagogical methods, emphasizing the use of L1 to facilitate understanding and emotional connection, and contrasting approaches advocating maximal L2 input. By critically assessing language choice based on teaching goals, students' needs, and contextual factors, educators can strike a delicate balance, fostering linguistic development and preparing students for the globalized world effectively. This study emphasizes the importance of justifying language choices in ESL classrooms, ensuring a conducive learning environment while optimizing language input for students' benefit.

Online Reviews: A Proposal towards Bilingual Approach

In light of the growth of internet usage and its important role in the field of e-commerce, electronic word-of-mouth (eWOM) has been changing people’s behavior and decisions. People count on other users’ opinions and information; they sometimes even make offline decisions based on information acquired online. The purpose of this paper is to conceptualise Bilingual Approach towards eWOM activity from an input-process-output (IPO) perspective; propose a classification framework based on the identified academic literature; analyze eWOM literature in terms of quantitative development and qualitative issues that are useful to both academics and researchers; and provide directions and guidelines for future research studies in eWOM.

Linguistic Relativity: A Study of the Role of L1 in L2 Vocabulary Acquisition in an EFL Setting

This article investigates the role of mother tongue in mastering foreign language vocabulary, drawing insights from both empirical and existing data sources. The study context consists of 68 students of the English Language Program at Qassim University, Saudi Arabia, whose native language is Arabic and are enrolled in an EFL program. Two distinct tests were administered to gather data for this study to evaluate the interplay between native language proficiency and second language vocabulary acquisition among Saudi EFL learners. Emphasizing the role of bilingual teaching methodologies, the study found that learners who engaged with native language translations demonstrated enhanced vocabulary retention and recall to a significant level when compared with their peers who exclusively studied vocabulary in the target language. In the absence of any other input, this superior performance was attributed to the theory of linguistic relativity, suggesting the cognitive advantage of associating unfamiliar English terms with familiar linguistic constructs from one's primary language. The results compellingly advocate for a more holistic and inclusive pedagogical approach. The study concluded that incorporating native linguistic references in second language instruction not only facilitates more efficient foreign language vocabulary assimilation, but also, recognizes and values the rich linguistic tapestry each learner brings to the educational setting. The results herald a significant shift towards bilingual approaches in EFL settings, especially for educators and curriculum developers aiming for optimal language acquisition outcomes.

Utilizing acoustic methods to investigate word-boundary vowel sequences in one Arabic-Spanish contact situation

In the modern world, the globalized nature of both Arabic and Spanish has led to distinct contact situations in different countries. This investigation focuses on word-boundary vowel sequences, which are typically realized as hiatuses or diphthongs in native Spanish speakers. By contrast, native Arabic speakers will not utilize diphthongs across word boundaries, instead preferring to lengthen one vowel or produce a glottal stop (Mohamed 2020).This investigation examines how these distinct strategies are reconciled in the contact situation of Moroccan immigrants to Spain by utilizing acoustic methods to identify and qualify the bilingual approach to word-boundary vowel sequences. This investigation compares monolingual Spanish speakers (n = 3) to two groups of L1 Arabic (Arabic-dominant and Spanish-dominant, n = 7) in Alicante, Spain. Participants completed a language survey, a reading task, and a sociolinguistic interview. All linguistic tasks were recorded and analyzed acoustically on Praat (Boersma & Weenink 2023) utilizing the waveform and spectrogram to identify the strategies utilized to resolve the phonological boundaries. Results from Spanish-dominant bilinguals differ from previous studies in Puerto Rico (Mohamed, 2020), suggesting that this language contact situation differs in Spain and opening up new avenues for study in this area.

Repositioning technical and vocational education and training in Africa for global competitiveness: a bilingual model

This paper aims to reposition technical and vocational education and training in Africa by modelling the Chinese and Asian Tigers’ bilingual approach. This study used inductive content analysis cum transformative paradigm to identify relevant points constituting the major component of this conceptual paper. In addition, thematic method was also used to organize the identified points into categories and sub-categories. The introduction of the bilingualism approach to TVET programs following eight key stages will be actualised. Researchers are encouraged to conduct experimental empirical studies on Bilingualism in African TVET institutions, and its programs exploring the six stages conceptualised. Adding bilingualism to the TVET program will increase enrollment, make the program easier to get into, and help African countries’ economies grow. A bilingual policy will help many local talents who cannot speak other languages.

Promoting decoding among young students with Swedish as a first and second language within a response to intervention model

Many young students with Swedish as their second language need support to acquire reading ability. There is a need for evidence-based reading instruction in early reading education for students with Swedish as their first or second language. Therefore, the current study investigated whether early reading education based on a Response to Intervention (RTI) model with a focus on decoding skills can promote reading ability among young students with Swedish as their first or second language. In Grades 1 and 2, 113 students with Swedish as a first and Swedish as a second language were followed. Applying the RTI model, teachers used evidence-based reading instruction in the whole class. Besides, additional instructions were provided in small groups and individually for students with weak decoding. Results of the study showed that the additional instruction provided within the RTI model had the potential to promote decoding, but to a different extent among students with Swedish as their second language. The importance of differentiated instruction, early monitoring and support, a bilingual approach in reading education for second language students, and collaboration between teachers are discussed.

The role of literacy and language in the intergenerational transfer of traditional knowledge: insights from ethnographic research in Nepal

ABSTRACT There is a long tradition of intergenerational transfer of knowledge in Nepali communities. While local languages are seen as crucial means for preserving, transmitting and applying traditional knowledge, ongoing social change has raised concern that local languages and knowledge as foundations of learning and cultural identity are being weakened. This paper, based on ethnographic fieldwork in Brahmin-Kshatriya and Chamling Rai communities in the western and eastern hill districts of Nepal, contributes insights on indigenous intergenerational learning by exploring the literacy, language and learning strategies of eight local families. To ease the accessibility of traditional knowledge to the younger generations, they opt for creative and innovative ways of using bilingual approaches, different scripts and translanguaging. The article discusses how the identified indigenous intergenerational practices can contribute to better address the learning needs of local communities. Building on such local practices supports an alternative approach to literacy and language in intergenerational learning.

Rethinking linguistic capitals and asset-based language learning: an examination of bilingual Korean-Chinese instruction for international students in South Korea

This exploratory study attempts to understand how bilingual instruction can be incorporated effectively in a non-English speaking higher education context by examining the effectiveness of bilingual Korean instruction for Chinese international students at a South Korean university. Using quantitative and qualitative data sources consisting of an end-of-semester survey (n = 42) and individual in-depth interviews (n = 6), descriptive statistical analysis of the survey, and thematic analysis of qualitative data presents three major findings. First, bilingual instruction for Korean language learners facilitated dynamic social interactions. Second, Korean-Chinese bilingual instruction facilitated learners’ emotional engagement in language learning. Third, Korean instructors’ use of bilingual approaches for grammar instruction, sentence semantic descriptions, and error corrections benefited learners’ language acquisition and overall academic skills development. Fourth, while Korean language learners were generally satisfied with bilingual instruction, some evaluative feedback challenges the deeply rooted monolingual norms and principles. Finally, recommendations and implications are provided for effective bilingual and translanguaging pedagogic approaches in Korean higher education contexts.

Bilingual course of industry robot basing digital twin technology

Bilingual teaching background is an innovative method for teaching a course on robotics. This could include a combination of both the technical and language-learning aspects of the subject matter. Through a bilingual approach, students can gain a comprehensive understanding of the fundamentals of robotics, including its history and development, to its applications and implications. The course could also include the use of digital twin of robot software in classrooms, with a focus on critical thinking and problem-solving. Finally, the course would also cover the language-learning aspects of robotics, such as how to communicate with robots, how to program them, and how to use them to create a more interactive learning environment. In this bilingual project, students can acquire basic robot programming skills, robot vision, and robot integration.

Exploring The Need for a Bilingual Approach in English Learning in an Indonesian EFL Tertiary Setting

This study scrutinizes learners’ perception of the bilingual (Indonesian-English) approach in an English language classroom at an Indonesian EFL tertiary setting. In particular, this study examines learners’ attitudes and beliefs about first language (L1) use in the second language (L2) classroom and the functions or purposes of L1 use in the English classroom. This study employed a survey design. One hundred and ten university learners enrolled in English major (n=110) participated in this study. The data were collected through a questionnaire adopted from Hall and Cook (2013) and analyzed statistically. The result of this study revealed that the bilingual approach (L1-L2 use) was more favorable as perceived by Indonesian EFL learners, and the use of L1 in the L2 classroom in various degrees of context or purposes was preferred. This study also showed the need for a gradual shift from L1 to L2 use along with learners’ English proficiency progress. The theoretical and practical implications of this study are discussed.
 Keywords: L1 use, L2 use, bilingual, monolingual

Students' Perception of Developing Bilingual Material for The Tourism Industry

There exists research about developing books, websites, and other beneficial tools using bilingual language to support learning media or the tourism industry. However, limited studies explore the perceptions of the people who developed bilingual applications, websites, or learning media. This study aimed to accommodate students’ perceptions while developing bilingual applications, websites, or learning media. The participants are D-4 English for Tourism Industry students at the State Polytechnique of Malang. It was conducted qualitatively. The data were gathered from the questionnaire, interview, and documents. The result showed that most of them had positive perceptions of developing bilingual material. However, they had difficulties translating specific words or phrases and faced obstacles in following up the application of bilingual products they had made. By knowing their perceptions on translating the text, developing the bilingual product, and applying the product, hopefully, the future researcher will face fewer obstacles in developing bilingual material, especially for the tourism industry.
 Keywords: bilingual approach, students’ perceptions, tourism industry

Effect of Bilingual Instruction-Mode on Pre-Service Integrated Science Teachers’ Cognitive and Practical Skill Achievements in Ecology

Nigeria is a multilingual country with diverse cultural background. The language (English) used when Nigeria was a British Colony is still the only official language and medium of instruction in the Nigerian schools. The purpose of this study therefore is to investigate the effect of bilingual (English and English-Yoruba) instruction-mode on cognitive achievement and practical skill achievements in ecology among colleges of education integrated science students in Lagos State, Nigeria. A 2x2 pretest posttest nonrandomised quasi-experimental design was adopted for the study. The sample comprised two hundred and eighty-five year two integrated science students from Adeniran Ogunsanya College of Education, Otto/Ijankin, Lagos and Federal College of Education (Technical), Akoka, Lagos. Ecology Cognitive Achievement Test (ECAT) and Ecology Practical Skills Achievement Test (EPSAT) were the two instruments used to collect data for the study. The two research questions and null hypotheses formulated were analysed with mean, standard deviation and t-test at 0.05 alpha level using Statistical Package for Social Science (Version 23.0). Results showed that there is statistical significant effect of the treatment (bilingual instruction-mode) on the cognitive achievement of students in ecology concepts [t(283)=9.583; p<.05]. Mean score of Bilingual teaching strategy is (=12.669) and control group scored the least (=9.683) in achievement in Ecology. Study finding also revealed statistical significant effect of the treatment on the practical skills achievement of students [t(283)=13.917; p<.05]. The study, therefore recommends, inter-alia, that integrated science teachers should utilize bilingual approach to support teaching of integrated science in Nigeria tertiary institutions to enhance students’ academic performance.

The Interplay Bilingual Approach Toward Students Speaking Skill In Efl Learner

The Interplay Bilingual Approach toward Students Speaking Skills at The Fourth Semester FKIP Universitas Muhammadiyah Sidrap. The objective of this research were to find out: 1) find out whether or not that bilingual approach can interplay speaking skill in EFL learners. 2) Find out the student's interest in learning speaking skills by using a bilingual approach fourth Semester FKIP Universitas Muhammadiyah Sidrap. This research employed quantitavive and qualitative method with used clusster sampling. The population of this research is the fourth semester; exactly the fourth semester of FKIP Muhammadiyah Sidenreng Rappang. The total number of population is 75 students. The samples in this research is from fourth semester consist 20 students. So the total sample of the research is 20 students. The data of the research were collected by using two kinds of instrument, namely speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking skill and questionnaire was used know the students interest in speaking English bilingual approach. The result of data analysis showed that three was significant difference between the students’ score after they were taught by Bilingual Approach and before they were taught by using Bilingual Approach. It was proved by the mean score of the post-test which was higher than the mean score of pre-test (68.95>32.29). Furthermore, the result of the t-test value (0.0005) was greater than t-table (α = 0.05; df = 11; t-table 1.701) which means that H1 was accepted. Then, the analysis of interest by using Likert Scale indicated that the students were interested to speak English by using Bilingual Approach. Based on data analysis, the research concluded that: (1) the used of Bilingual Approach. improved students’ speaking ability; (2) the used of Bilingual Approach made the students’ interested in speaking English.

Professional Perspectives on Bilingualism in Persons with Autism Spectrum Disorder: A Pilot Study

Purpose: The present study examined the perspectives of professionals regarding bilingualism and ASD. Methods: A total of 27 professionals participated in this study. Data was collected via an online survey. The survey was designed based on a literature review and consultation with a team of experts in the field of ASD. Information relating to demographic information, professional practice information, and perspectives of bilingualism and ASD was collected. Results: Professionals participating in the present study were most likely to agree with the statement, “A child with ASD from a bilingual household is able to understand both languages” and least likely to agree with the statement, “There are enough bilingual service providers and resources.” Responses to 5 of the 8 statements related to professional perspectives on bilingualism in children with ASD were near the scale midpoint indicating the participants did not strongly agree nor disagree with the perceptions. When asked what language parents should speak to their children with ASD from a bilingual household, 44% of participants recommended a bilingual approach, and 30% indicated a monolingual approach. Participants reported professional experience and the ability to communicate with caregivers/others in the environment/parent language use as influences for these recommendations. Furthermore, sex, level of education, and bilingual caseload were found to be significantly related to perspectives on bilingualism and ASD. Conclusion: The results of this study support previous literature which has identified a disconnect between research and clinical practice regarding bilingualism and ASD. Furthermore, the relationship between specific demographic and professional variables found in this study can now be used by future research studies and programs targeting bilingualism and ASD. These findings are of particular importance when considering that research has supported bilingualism in children with ASD, yet many professionals continue to implement a monolingual approach. A better understanding of professional perspectives of bilingualism in ASD provides insight into the discrepancy between research and clinical practice and paves the way for future studies and programs targeting improved services for bilingual children with ASD.

CHALLENGING THE ORAL-ONLY NARRATIVE: ENHANCING EARLY SIGNED INPUT FOR DEAF CHILDREN WITH HEARING PARENTS.

Learning a language is, at its core, a process of noticing patterns in the language input surrounding the learner. Although many of these language patterns are complex and difficult for adult speakers/signers to recognize, infants are able to find and learn them from the youngest age, without explicit instruction. However, this impressive feat is dependent on children's early access to ample and well-formed input that displays the regular patterns of natural language. Such input is far from guaranteed for the great majority of deaf and hard of hearing (DHH) children, leading to well-documented difficulties and delays in linguistic development. Efforts to remedy this situation have focused disproportionately on amplifying DHH children's hearing levels, often through cochlear implants, as young as possible to facilitate early access to spoken language. Given the time required for cochlear implantation, its lack of guaranteed success, and the critical importance of exposing infants to quality language input as early as possible, a bimodal bilingual approach can optimize DHH infants' chances for on-time language development by providing them with both spoken and signed language input from the start. This paper addresses the common claim that signing with DHH children renders the task of learning spoken language more difficult, leading to delays and inferior language development, compared to DHH children in oral-only environments. That viewpoint has most recently been articulated by Geers et al. (2017a), which I will discuss as a representative of the many studies promoting an oral-only approach. Contrary to their claims that signing degrades the language input available to DHH children, recent research has demonstrated that the formidable pattern-finding skills of newborn infants extends to linguistic cues in both the spoken and signed modalities, and that the additional challenge of simultaneously acquiring two languages is offset by important "bilingual advantages." Of course, securing early access to high quality signed input for DHH children from hearing families requires considerable effort, especially since most hearing parents are still novice signers. This paper closes with some suggestions for how to address this challenge through partnerships between linguistics researchers and early intervention programs to support family-centered bimodal bilingual development for DHH children.

БІЛІНГВАЛЬНИЙ ПІДХІД У ВИВЧЕННІ ПОВЕРХНЕВОГО НАТЯГУ ДЕЯКИХ ЛІКАРСЬКИХ РЕЧОВИН З АНТИСЕПТИЧНИМИ ВЛАСТИВОСТЯМИ

The article describes the features of using a bilingual approach when students study the surface tension of liquid drugs with pronounced antiseptic properties. These compounds are interesting because they are widely used in medicine. These compounds are interesting because they are widely used in medicine. Moreover, with the advent of the COVID-19 pandemic, antiseptic drugs appeared in every home and institution. Therefore, the topic of this study is quite relevant from various angles. Students need to know the process of their action and understand the difference between them. Therefore, the experimental studies clearly explain the problem. Students of the medical faculty No. 2 (Ukrainian-speaking group) and students of the international medical faculty No. 1 (English-speaking group) were involved in the educational process. For the implementation of this technique, cards were developed, in which tasks are indicated in two languages and step-by-step instructions for actions are described. Students of higher medical education were interested in this type of interaction and successfully learned the material offered for study. Consolidation of the studied material took place by conducting an experimental research in integrated bilingual groups. All experiments were performed under the strict supervision of teachers and laboratory assistants. Students were instructed and maximally involved in the experimental part. The results of this study justified all the tasks set. All data of the experimental study were obtained in time, calculated and compared with each other. The success of students of both faculties was at a sufficient and high level. The results of experiments performed by students have important data confirming their surface activity. Future doctors could see for themselves that different compounds have different surface activity and, therefore, different antiseptic effects. They learned to explain the difference and understand the concepts of detergents and surfactants. The method of bilingual approach described in the article has not only theoretical positive aspects, but also practical confirmation of its positive use.

THE QUALITY IMPROVEMENT OF PUBLIC SERVICE THROUGH A BILINGUAL APPROACH

This article intends to describe how to increase the quality of public services with a bilingual approach. Favorable public service is a service that is carried out quickly, on time, correctly, and pleasantly. The quality of public services is a characteristic of public services that are expected to meet the needs of users. In order to face the industrial era 4.0. Where public service employees are required to develop themselves in order to be able to compete. Public services with a bilingual approach are services that utilize the use of two languages, Indonesian and English, in all service activities in a balanced manner. Provision of funds, and commitments.
 
 Keyword: Public service, service quality, and bilingual approach