Bilingual Course Research Articles

Pre-Service CLIL Teachers’ Conceptions on Bilingual Education: Impact of Initial Training on the Development of Their Teaching Skills

Content and Language Integrated Learning (CLIL) has been adopted by schools to equip students with the competencies and language skills needed in today’s multilingual and multicultural society. However, teaching content courses through a foreign language requires specific teacher training, both initial and ongoing. This qualitative descriptive study analyses the development of bilingual teaching knowledge in terms of teaching skills among pre-service CLIL teachers (n = 15) at the University of Cádiz in Spain. Two reflective reports written by each pre-service teacher before and after participating in the course CLIL I: Foundations and Curricular Proposals for the Primary School Classroom (2022/23) were analyzed. The responses were categorized using Qualitative Content Analysis. The reflective reports included questions about their conception of bilingual teaching; methods for teaching bilingual courses; and justifications for their teaching methods. In addition, a focus group was conducted with a representative sample of participants. The results reveal a significant development in pre-service teachers’ knowledge of the teaching skills required for bilingual teaching. Particularly, there is an increase in contributions related to justifying their teaching methods. Moreover, the findings highlight pre-service teachers’ recognition of the differences between foreign language and CLIL teachers, as well as their ability to plan CLIL teaching effectively.

Exploration of Curriculum Ideology and Politics on the Construction of Bilingual Course --Principles of Statistics

In the era of globalization and informatization, bilingual education has gradually become an important part of higher education. As a basic and highly applied course, the construction of bilingual teaching in Principles of Statistics not only helps to improve students professional quality, but also cultivates students international vision and cross-cultural communication ability, which has become a new trend of higher education reform with the deep integration of ideological and political courses. From the perspective of Curriculum Ideology and Politics , This article will explore the path of bilingual curriculum construction in statistics principles, aiming to achieve the organic unity of professional knowledge imparting and value guidance, and cultivate high-quality talents with comprehensive development.

The Application of the Original Teaching Method of Bilingual Course Cases in the Perspective of Cultivating Foreigner Legal Talents

Since the Fourth Plenary Session of the 18th Central Committee of the Communist Party of China, the Party Central Committee with Xi Jinping as the core has repeatedly emphasized the need to strengthen the training of foreign-related legal talents. In this context, the importance of bilingual legal courses has become more prominent. To effectively improve teaching effectiveness, the case based original text teaching method should be introduced. The original case texts include international law case texts and country law case texts from important countries or regions such as the United States and the European Union; When teaching, the method of intensive reading should be adopted, under the careful organization of the teacher ,which is to achieve a one-stop acquisition of legal professional knowledge and language skills through three processes: preview in advance, intensive classroom teaching, and reinforcement after class. This teaching method integrates the acquisition of substantive law knowledge, procedural law knowledge, and other disciplinary background knowledge.

Student Perceptions of Bilingual Teaching Practices: Evidence from a Colombian University

ABSTRACT Recent studies in higher education suggest that teaching academic content using English as the Medium of Instruction (EMI) seems impractical and ineffective in countries where English is the second or foreign language. Additionally, students’ resistance to an English-only format remains problematic. University first language-English bilingual courses are a legitimate possibility to promote the internationalization of higher education in countries where English is the second or foreign language. However, little is known about students’ perceptions of Bilingual Teaching Practices (BTPs) in university courses and the Bilingual Study Techniques (BSTs) they use to deal with this type of practice. In this cross-sectional study, the 30-item questionnaire was adapted to explore the students’ (N = 1,615) perceptions and BSTs in a Colombian university. The results reveal that 50.8% of the respondents preferred the use of both Spanish and English in their university courses. “Discipline-specific vocabulary” was the most recurrent difficulty that students had in their bilingual courses. Moreover, we found that participants overused “online translator” as BST. Furthermore, the results show that participants had positive perceptions towards the use of English in educational and professional settings. Implications for bilingual education policy and practice are discussed.

Study on the Application of Bilingual Teaching Mode in Geography Courses in Normal Universities

Urban geography is an interdisciplinary subject involving urban planning, urban economics, social geography and so on. It is imperative to set up bilingual courses to understand the frontier trends and improve the international academic exchange ability of college students. This paper quantitatively analyzes the cognition of college students' bilingual curriculum construction through questionnaires. The results show that: (1) the students' sense of identity in the bilingual course of urban geography is generally positively related to their future professional ability improvement, English learning interest and career planning. (2) The effect of bilingual teaching quality of urban geography is mainly weakly positively correlated with the teaching method, the proportion of oral English and the proportion of English courseware. The effect of teaching method on teaching effect is obviously higher than that of other aspects. (3) The results of students' choice of the key factors of teaching quality are ranked as follows: teaching methods and means > students' current level > teachers' English ability, but the choice of teaching methods generally tends to be dominated by teachers' teaching and supplemented by students' participation. Therefore, the construction of bilingual courses is carried out from two aspects: for students, pay attention to the cultivation of students' interest in English learning, and strengthen the guidance of students' future professional ability improvement and career planning, as far as teachers are concerned, paying attention to improving their English level and professional quality, the initial teacher of bilingual classroom is undoubtedly the key.

Research on the Teaching Construction of Bilingual Course on Financial Fundamentals

This study aims to explore the construction of bilingual teaching in financial foundation courses, and the importance and significance of the study are clarified through the analysis of the background and purpose of the study, as well as the review of domestic and international studies. In the section of research contents and methods, the main research contents and adopted research methods are elaborated in detail, and the relevant working conditions, including the research working basis and experimental conditions, are emphasized. With regard to the current situation and problems in the teaching construction of the bilingual course of financial foundation, the survey and analysis of the current teaching situation reveals the existing problems, especially the challenges in the bilingual teaching process. In the next part of the research countermeasures, a series of solutions are proposed, including the optimization of curriculum design and teaching methods, the construction of the teaching team, the guidance of students' learning strategies, and the establishment of a teaching feedback system, etc., in an attempt to improve the effect of bilingual teaching.

Research on Learning Strategies of Bilingual Courses under the Background of Sino-Foreign Cooperative Education

Research on Learning Strategies of Bilingual Courses under the Background of Sino-Foreign Cooperative Education

Diversified Teaching of English-Chinese Bilingual Courses Based on Integrating Multimodal Discourse Analysis

Abstract This paper uses the BERT model for text feature extraction to capture semantic information more accurately. FBank feature extraction technique is applied for analyzing speech data to improve the accurate recognition of speech information. The 3D-CNN model is built and used to image feature extraction to obtain richer image information. The study combines long and short-term memory networks and attention mechanisms to enhance the interaction and integration between different modalities. The study results show that this multimodal teaching approach not only improves students’ motivation to learn, but also significantly enhances the classroom teaching effect. Especially in vocabulary teaching, using multimodal resources helps deepen students’ understanding and memorization of vocabulary. The model shows high accuracy in the empirical Analysis of pronunciation detection in noisy environments, especially after incorporating multimodal features. The study provides an effective multimodal fusion method for English-Chinese bilingual teaching, especially in improving students’ vocabulary learning efficiency. It has been proved that the multimodal teaching method can better mobilize students’ various senses and thus improve learning. Therefore, the methods and findings of this study are of great theoretical and practical significance to the field of bilingual education.

이중언어 중국인 석박사 학생의 유학생활 만족도와 개선방안 연구

This study aims to study Chinese master's and doctoral students in bilingual courses to find out their satisfaction with their study abroad life and suggest improvements. Using phenomenological methods, the researcher selected eight Chinese students with master's and doctoral courses in bilingualism at N University as participants in the study. Data obtained through one-on-one in-depth interviews in Chinese were analyzed using the method suggested by Colaizzi. As a result, Chinese master's and doctoral students were generally satisfied with Korean life, especially studying abroad for master's and doctoral courses, but they reported inconveniences in the fields of major classes, non-major classes, school human relations, school administration and facilities, and through these, the researcher suggested five improvement measures. This study is meaningful as basic data that supplements the gap between previous studies on bilingual master's and doctoral courses. In the future, qualitative and quantitative studies are needed on research participants from a large scale of various backgrounds.

Application of the Just-in-Time Teaching (JiTT) Model in Bilingual Courses of Chinese-Foreign Cooperative Education

The teaching abilities of bilingual teachers have emerged as one of the major bottlenecks hindering the further development of Chinese-foreign cooperative education projects. Implementing the JiTT (Just-in-Time Teaching) model in bilingual courses of Chinese-foreign cooperative education can effectively integrate information technology with traditional classroom teaching. This integration enhances teaching quality and effectiveness, encourages university instructors to improve their diverse and collective capabilities, promotes digital development, and contributes to the enhancement of students’ learning abilities and overall improvement.

Research on Bilingual Curriculum Construction of Finance and Accounting Major under the Background of Curriculum Ideology and Politics

In recent years, with the continuous development of ideological and political ideas in the curriculum, the optimization and construction of finance and accounting courses, especially bilingual courses, have attracted more and more attention from the education circle. The bilingual course of finance and accounting is international and professional, so it is necessary to pay attention to the correct value guidance in the ideological and political construction of the course, and cultivate compound talents with both virtue and ability. Taking International Trade, a typical bilingual course for finance and accounting majors, as an example, this paper systematically introduces the ideological and political concepts of the course, and uses the BOPPPS framework model to conduct in-depth discussions on the relevant issues of the course construction. The following conclusions are drawn: (1) In terms of the course construction ideas, it is necessary to improve the implementation mechanism of moral education and cultivate talents, and build a bilingual course system of "ideological and political education + major + language"; (2) In terms of teaching reform: bilingual teaching methods should be reformed to improve the quality of bilingual teaching. Through "online + offline" teaching, interactive teaching, case teaching, independent learning, to enhance students' interest in learning bilingual courses and strengthen the construction of evaluation system; (3) In the use of ideological and political resources: we should apply the political and economic theory of contemporary China's Marxism to create high-quality courses in combination with the actual economic and social development of China; (4) In terms of course plan design: It is necessary to start with the BOPPPS teaching link, and reflect the characteristics and highlights of ideological and political construction of finance and accounting courses through the establishment of students' correct values, the establishment of students' good thinking mode, and the growth of their character.

On the Influencing Factors of Global Competence of College Students in China

In today's society, cultivating students' "global competence", that is, cultivating innovative talents with more international competitiveness and cross-cultural leadership, has become an important goal of national talent training. The present research focus on the cultivation of global competence of international talents, while there is few research on the influencing factors of global competence. The paper explores the impact of number of foreign teachers, English compulsory course credits, English elective course credits, and professional bilingual course credits on the cultivation of students’ global competence in China’s local universities. It is important to find the influencing factors to help select appropriate training modes, so as to improve college students’ global competence.

Research and Exploration on the Bilingual Course Construction of Java Web Application Development Based on AI

Research and Exploration on the Bilingual Course Construction of Java Web Application Development Based on AI

A Survey on Teachers’ Attitudes Towards Bilingual Education (Thai-Tai Yai based) for Border Schools in Mae Hong Son, Thailand

This paper aimed to carry out a preliminary survey on teachers’ attitudes towards bilingual education (Thai-Tai Yai based) for local schools in border areas of Pang Mu areas, Mueang district of Mae Hong Son Province of Thailand, to reveal 1) the feasibility and requirements of implementing MTB program(s) in border schools; 2) the nature and implementation of MTB materials; and 3) the nature and implementation of MTB curricula. The research population was 109 teachers from 18 educational institutions. The research instruments were 1) a survey form about language and language use in schools and 2) a questionnaire consisting of five sections: basic information of the respondents; opinions on the management of bilingual education; cost and need for creating primary bilingual media, bilingual courses; and suggestions, respectively. Data were analyzed quantitatively and qualitatively by using frequency, percentage, summation, and arithmetic mean. The results were that (1) the teachers were not ready for any form and aspect of teaching instructions—having few costs and making few demands for building and creating media for bilingual instructions in five related issues as follows: solid foundational media; primary media for listening-speaking Thai; preparation for reading-writing the Thai language; development of reading-writing skills in Tai Yai language with Thai characters; and enhancement of reading-writing skills with reading materials in Tai Yai language; (2) the teachers have few costs and needs for creating a bilingual model course in their schools on eight bases, namely: educational standards; Thai/Tai Yai languages; Thai/Tai Yai cultures; local needs conformity; basic language skills; multicultural understanding, Tai Yai cultural conservation; and teaching plans in bi/multilingual education, and; (3) the teachers lack knowledge, understanding of bi/multilingualism principles, and experiences. Conclusively, bilingual (Thai-Tai Yai) education was not a ready requirement for schools in Mae Hong Son border areas.

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.

Research on bilingual course teaching evaluation of the The Event Management Major based on decision-oriented evaluation model

The improvement of bilingual teaching can continuously enhance students' international vision and innovative ability, which is an important measure to cultivate innovative talents in the construction of double-top universities. Using the decision-oriented evaluation model, this study explores the relationship between the whole process of bilingual curriculum investment and teaching satisfaction, taking the bilingual curriculum construction of the Event Management major at Zhejiang Yuexiu University as an example. The research findings indicate that bilingual teaching is a gradual process, and the input of teaching resources, especially the supply of teaching resources and students' self-expression, have a great influence on teaching results. To improve the quality of bilingual teaching and students' interest in learning, this study suggests paying attention to students’ language foundation and the visualization of assessment results to stimulate their initiative in bilingual learning.

Distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the Moroccan experience

The emergence of predatory journals is a global threat for scientific integrity, particularly in under-resourced settings such as low- and middle-income countries (LMICs). A bilingual course on predatory publishing using a distance education approach was developed for Moroccan researchers as a response to the imperative need for training on research ethics to implement good scientific practices. A cross-sectional survey-based study was conducted to evaluate outcomes after delivering two education sessions in both French and English. Before this course, 40% of participants indicated that they don’t verify journal quality before manuscript submission and most of them consider Scopus indexing and the impact factor as the best criteria for journal publication. Approximately 50% of surveyees did not have previous information on predatory journals before the webinar. Pressure to publish by supervisors, institutions of affiliation, or funding agencies, was noticed in 43.4% of participants. After the webinar course was delivered, remarkably, the proportion of participants with knowledge on predatory publishing was meaningfully increased from 48.9% to 81%. Importantly, 83.7% of participants indicated that they are motivated to share their new knowledge on predatory publishing with their colleagues. Moreover, the majority of respondents (73.8%) reported that publishing their research in predatory journals may damage their career and professional future. Promisingly, nearly a half or more of participants recommended the use of training based on distance education, surveillance of researchers by their mentors and affiliations, and social networks to increase awareness on predatory publishing. Almost all participants were satisfied with the content of the webinar. Trainers and research institutions in LMICs should benefit from the advent of distance education using webinar platforms to increase awareness on the issue of predatory publishing in their settings.

Research on the Influential Factors of Bilingual Teaching Based on Colin Baker Model Case Study of Macroeconomics

Bilingual teaching is the manifestation of the internationalization of high education and the key index of undergraduate teaching evaluation. Based on the modified Colin Baker model and the questionnaire of two universities in Zhejiang, this paper discusses the influential factors of bilingual teaching effectiveness in economics from the theoretical and empirical aspects and puts forward corresponding teaching suggestions. The main results are the foreign language level of teachers is not the main factor restricting the effectiveness of bilingual teaching at present and the professional ability and attitude of teachers are the most important factors for the improvement of teaching effectiveness. Objectively, students' interest in English has no obvious effect on bilingual teaching. Interest on English is not the key to being able to learn bilingual courses better.

Probing into the Bilingual Teaching of the Course of “Internet and New Media”: Practice’s Perspective

Undergraduate bilingual teaching is an important practice to realize the internationalization of education and the future. It is a powerful starting point for education reform in the new era and a necessary way to cultivate international undergraduate talents. Although there are some difficulties and problems in undergraduate bilingual teaching in China, there are many ways to explore. Based on the analysis of the teaching practice of the course “Internet and New Media” in colleges and universities, this paper discusses the key points and difficulties of the bilingual course of media in colleges and universities from the aspects of teaching orientation, teacher allocation, students’ English literacy and bilingual teaching material construction. Through the discussion in this paper, we try to continuously improve the teaching mode of the bilingual course “Internet and New Media”, improve the teaching quality, and cultivate excellent undergraduate talents with media literacy and international vision.

Students’ conceptualizations of monolingual Swedish-language spaces and bilingual practices at a bilingual university in Finland

This paper aims to analyze students’ discourses on language policies and practices in a Swedish-medium study program at the largest bilingual university in Finland. In educational discourse and practice in Finland, the position of Swedish as a de facto minority language has traditionally been understood as secured through institutional language separation. While the declared language policies at the University of Helsinki have witnessed a shift towards the simultaneous use of multiple languages, the structure of the study programs still reflect a policy of parallel monolingualisms (Heller, 2007). By analyzing student interviews using a spatially informed framework, we look at how the students in a Swedish-medium study program negotiate the meaning of the program as a linguistic space and how bilingual policies and practices appear to them in this construct. Our findings show that the familiar discourses of language separation in minority language educational contexts also circulated in higher education: monolingual Swedish-medium programs were seen as “svenska rum” (Swedish rooms or spaces), material and social markers of the status of Swedish at the university and guaranteeing the access to education in the other national language. However, bilingual policies and teaching practices were seen as necessary to deconstruct linguistic and social borders between students in different programs in order to prevent alienation and to improve language skills. Nevertheless, the existing bilingual courses were oftentimes experienced as marginalizing the users of Swedish and careful planning was pointed out as crucial in implementing successful bilingual and multilingual practices in higher education.