Bilingual Education Research Articles

Modeling the development of meta-communicative competence of foreign language teachers in Kazakhstan

Relevance. Over the past decade, Kazakhstan�s higher education has undergone significant changes, which has affected the quality of foreign language teaching, as teachers must acquire new professional competencies to effectively interact with students� needs. In this context, the educational policy determines the variability of qualification criteria for the training of specialists, whose knowledge of the language is an important component of professional competence for the intellectual labor market. Purpose. The purpose of the article is to study the features and ways of improving the level of metacommunicative competence of foreign language teachers in Kazakhstan. Methodology. The methodological framework is supported by the communicative approach as the main tool of Content and Language Integrated Learning (CLIL) theory through a comparative analysis of the required metacommunicative competence. Results. The results of the study indicate that some educational programs in foreign languages do not provide for the acquisition of the necessary metacommunicative competences, and the outlined educational material needs to be diversified according to today�s requirements. The results show that new teaching methods should be focused on the effectiveness of knowledge and the practical orientation of abilities and skills, which will significantly increase the quality of education, accelerate the transfer of knowledge and allow more effective assessment of students� educational achievements. Conclusions. In conclusion, the study highlights the critical need for enhancing the metacommunicative competence of foreign language teachers in Kazakhstan to meet contemporary educational demands. It emphasizes that current educational programs often fall short in providing the necessary competencies, suggesting a need for diversified and practically oriented teaching methods. Implementing these improvements will enhance educational quality, expedite knowledge transfer, and improve the assessment of students� achievements. Keywords: CLIL competence; CLIL technology; higher education; bilingual education; EMI approach

Exploring Online Chinese-English Bilingual Content and Language Integrated Learning Classrooms Through Moment Analysis

Bilingual education studies consider the fluid and dynamic linguistic repetoire of teachers and students as helpful resources accomplishing communicative goals in real-life context. This study examines the translanguaging practices of Chinese-English bilingual Content and Language Integrated Learning (CLIL) classrooms in an online environment. Data was collected through partiticpant classroom observation and interviews. Moment analysis is employed to analyze the creativity and costs of translanguaging moments of the stakeholders. The classroom observation demonstrated translanguaging, as a co-constructed communicative tool, was initiated both by the teacher and students as translanguaging agents. Specifically, peer interaction and question answering were two main contexts in which students initiated translanguaging. And the teacher initiated translanguging in three contexts, namely, acamedic content knowledge teaching, classroom feedback and classroom management. Results from interviews with the teacher and students revealed that English proficiency might be the primary factor spurring translanguaging practices. Weaker English proficiency would lead to more active translanguaging praxis. Besides, translanguaging forms might be mediated by socio- and cultural-linguistic factors. English is used to express compliment and approval while Chinese will be employed to offer constructive criticism. Lastly, the costs of translanguaging moments were furthure analyzed. It is concluded that students translanguaging in the context of peer discussion lowered their cost of communication. Through code-mixing students confidence in solving academic problems is boosted and their engagement in group project is promoted as well. Teachers translanguaging lowered teachers teaching cost and students learning cost whereby the teacher-student confidence was co-constructed in this specific context. Whilst translanguaging pedagogy is endorsed in terms of content knowledge teaching and learning, it remains unclear whether the English proficiency is facilitated. Current research indicates it is important to be critical of translanguaging costs in integrating content and language learning.

Reading alphabetic and nonalphabetic writing systems: A case study of bilingual teachers' reading processes through eye movement miscue analysis

AbstractThis case study investigates the reading processes of two bilingual teachers who speak English as a second language and use different first languages—Mandarin Chinese and Korean. The two participants read researcher‐selected digital texts in English and in their respective first language, retold the texts, and answered comprehension questions about the texts. Their reading aloud and eye movements were recorded for miscue and eye movement analysis. Using Eye Movement Miscue Analysis, the findings showcase the distinctive characteristics of their first‐language and second‐language reading processes. The cross‐linguistic comparison between bilingual reading processes further shows the bilingual participants' similarities and differences in terms of the use of language systems, eye movements, language variations, and image use. This study supports the understanding of non‐Roman alphabetical language speakers' reading process, adds to our understanding of the bilingual reading process, and provides teaching and research implications for bilingual teachers and educators.

An exploratory study of mainland Chinese parents’ ideologies about bilingualism and bilingual education

ABSTRACT The current study investigates mainland Chinese parents’ ideologies on bilingualism and biliteracy, specifically for those who chose Mandarin-English bilingual education for their children. We explored children’s language and literacy usage at home as they attend school with Mandarin and English as the instructional languages. Three hundred and eight survey responses were collected from parents in Shanghai, China. Results from an exploratory factor analysis showed that parents generally held positive attitudes toward both bilingualism and bidialectalism. Additionally, multiple correspondence analyses demonstrated that parents who reported more multilingual usage in daily conversation at home with their children generally aspired for their children to develop an identity of being a global citizen, whereas parents who reported more Mandarin literacy activities engagement typically expected their children to (a) have a flexible mind for learning regardless of the instructional language, (b) become internationally competitive, and (c) be communicative within diverse social groups. It is suggested that parental perceptions of the importance of bilingualism and bidialectalism should be taken into consideration in curriculum planning and language policy making. Understanding parents’ perception of bilingualism may facilitate schools to partner with parents and devise responsive language education goals in schools.

DEVELOPMENT OF DISCURSIVE THINKING AND DISCURSIVE SPEECH

This article considers the development of discursive thinking in the process of acquiring a second language in the conditions of bilingual education. The main object of the work is a linguistic person who has mastered a second language in the conditions of bilingual education. One of the most important ways of expressing a linguistic personality is speech. Therefore, oral speech aimed at developing discursive thinking is studied as an important factor in learning a foreign language.

О ВОЗМОЖНОСТЯХ И ПРЕИМУЩЕСТВАХ ПРИМЕНЕНИЯ БИЛИНГВАЛЬНОЙ МОДЕЛИ ОБУЧЕНИЯ В ШКОЛАХ АЗЕРБАЙДЖАНА

On the Possibilities and Advantages of Using a Bilingual Education Model in Azerbaijani Schools Summary The transition to a bilingual (multilingual) model of education in classes with foreign languages of education in Azerbaijan meets modern requirements and the national interests of the country, corresponds to the spirit and calls of reforms, as well as the content and structural renewal of the educational system of the republic. In classes with Russian or English as the language of education, the state language of the country should also have the status of the language of education, which will expand the opportunities for learning and using the Azerbaijani language in the educational environment. Key words: bilingual education model, classes with foreign languages of education, status of the language of education, state language, learning environment

“(Not) the same as it was”: Parents’ and teachers’ perception of the impact of COVID-19 on a bilingual elementary program

This article examines teachers’ and parents’ perceptions of the impact of the COVID-19 pandemic and remote learning on the implementation of a Portuguese-English Dual Language Bilingual Education (DLBE) program in an elementary school in the U.S. Drawing on the literature on language orientations and in/equity in DLBE, this study hones in on the results of two surveys, involving 66 parents and 18 teachers, conducted as part of a three-year mixed-methods project. Our analysis points to the contrasting perceptions of parents regarding the impact of COVID-19 on their children’s education. English-speaking parents believed that the benefits of DLBE such as foreign language learning diminished, leading some to withdraw their children from the program. In contrast, Portuguese-speaking parents expressed commitment to the program and vouched for its positive impact on their children’s learning of Portuguese and English during the pandemic. Teachers reported the negative impacts of remote learning on all students’ language learning, but Portuguese-speaking students were perceived as struggling more due to a lack of parental support. This study contributes to research on in/equity in DLBE by showcasing how varying perceptions of parents and teachers during a crisis can accentuate inequitable dynamics for racialized bilingual students and families.

Typical spelling errors of Grade 1 spellers of Polish: An exploratory study adapting the POMAS classification to the Polish orthography

AbstractThis paper presents the adaptation of the POMAS classification of spelling errors (Silliman et al., Developmental Neuropsychology 29:93–123, 2006, Bahr et al., Journal of Speech, Language & Hearing Research 55:1587–1599, 2012; International Journal of Bilingual Education and Bilingualism 18:73–91, 2015) to Polish orthography. We identified the most common phonological, orthographic, and/or morphological errors committed by Polish Grade 1 spellers based on a writing-to-dictation task. Some of the error types were included in the original POMAS; some we added, following the classification rationale, to adapt the classification to the specific features of the Polish orthography. Moreover, we found that the participants made, on average, an equal number of phonological and orthographic errors, and of phonological and morphological errors. However, orthographic errors were more frequent than morphological ones. A roughly equal proportion of orthographic and phonological errors occurred in the spelling of the most difficult words. The most frequent orthographic error type was grapheme substitution, followed by final consonant devoicing, and consonant devoicing within a word errors. The most frequent phonological error type were misspellings in diacritic signs, followed by consonant deletion, vowel deletion, and epenthesis. The developed POMAS-PL version may be used by other researchers of Slavic languages, to allow for intercultural comparisons. Moreover, our analyses can be used by teachers of Polish as a first and a second language to anticipate their students’ errors and to understand what knowledge the learners need to learn to spell correctly.

Teaching Bilingually: Unlocking the Academic and Cognitive Potential—Teachers’ Insights

Recent quantitative research on bilingual education suggests beneficial academic outcomes for pupils regardless of socio-economic status (SES). Bilingual education in England, a relatively novel phenomenon, may be better understood from teachers’ perspectives; however, there is a paucity of qualitative research in this area. To fill the gap, the present study explores the unique perspective of a sample of bilingual schoolteachers regarding the children who attend bilingual schools and the effects of bilingual education on children’s academic and non-academic development. Semi-structured interviews were conducted with six bilingual schoolteachers, and thematic analysis was adopted to interpret their experiences in greater depth. A thematic analysis revealed four superordinate themes: Academic and Socio-Cultural Effects, Privilege in Bilingual Education, Bilingual Education Takes Time, and Special Educational Needs. These results highlight academic, socio-cultural, and linguistic benefits with important implications for promoting equity in bilingual education. Further research should focus on schools with a higher proportion of students from lower socio-economic status backgrounds.

Quantifying Executive Functions: Bilingual Education's Cognitive Impact in Special Education

This research examines how bilingual education affects the cognitive executive skills of kids in special education. The research investigates the correlation between bilingual proficiency and EFs, taking into account the moderating influence of demographic factors such as age, gender, and socioeconomic position (SES). The sample consisted of 120 kids who were part of special education programs. The study included evaluations of their multilingual competence and executive functions. Statistical methods such as t-tests, ANOVA, regression, correlation, and ANCOVA were used to investigate the relationships between bilingualism, executive functions (EFs), and demographic variables. The results show a strong positive correlation between bilingual proficiency and executive functions (EFs), indicating that increased proficiency is linked to improved EF performance. Moreover, socioeconomic status (SES) was shown to be a major predictor of executive functions (EFs), underscoring the relevance of including socioeconomic considerations when evaluating cognitive results. The findings highlight the cognitive benefits of bilingual education for kids in special education and provide valuable information for educational practice, policy, and future study.

The Impact of Technology-Enhanced Language Learning on Bilingual Education

Bilingual education stands as a pivotal approach in contemporary educational landscapes, aiming to cultivate bilingualism and enhance academic achievement among students. In recent years, technology-enhanced language learning (TELL) has emerged as a promising avenue to augment bilingual education efforts. This paper presents a thorough examination of the impact of TELL on bilingual education, synthesizing theoretical frameworks, exploring various technologies utilized, assessing effectiveness, and addressing challenges and future directions. The theoretical underpinnings of TELL encompass constructivism, sociocultural theory, and cognitive load theory. Drawing from constructivist principles, TELL engages learners actively in constructing knowledge through meaningful interactions with technology-mediated learning environments. Sociocultural theory accentuates the socio-cultural context of language learning, underscoring TELL's potential to foster collaboration and cultural exchange among bilingual learners. Cognitive load theory informs the design of TELL materials to optimize learning outcomes by managing cognitive resources effectively. Technologies employed in bilingual education span diverse platforms, including computer-assisted language learning (CALL), mobile applications, virtual reality (VR), augmented reality (AR), and online collaboration tools. CALL platforms offer interactive exercises and personalized feedback, while mobile applications afford ubiquitous access to language learning resources. VR and AR technologies provide immersive experiences, enriching cultural understanding and language proficiency. Online collaboration tools facilitate synchronous and asynchronous communication, fostering peer interaction and collaboration. Research findings underscore the effectiveness of TELL in enhancing language proficiency, cultural understanding, and overall learning outcomes in bilingual education settings. TELL interventions have demonstrated significant improvements across language skills, motivating learners and fostering positive attitudes toward language learning. However, challenges such as limited access to technology, digital literacy skills, and the need for teacher training persist, hindering widespread implementation. Addressing these challenges requires concerted efforts to promote equitable access to technology, enhance digital literacy skills, and provide ongoing professional development for educators. Collaborative endeavors among stakeholders are essential to develop inclusive strategies for leveraging technology to support bilingual learners effectively. Future research should focus on innovative TELL approaches, long-term impact evaluation, and best practices for technology integration in bilingual education. TELL holds immense promise in enriching bilingual education by providing interactive, engaging, and culturally relevant learning experiences. By leveraging theoretical frameworks and diverse technologies, TELL has the potential to transform language learning practices and cultivate global citizens proficient in multiple languages. However, concerted efforts are needed to overcome challenges and maximize the benefits of TELL for all bilingual learners, emphasizing the importance of collaboration, research, and advocacy in advancing bilingual education in the digital age.

Students’ Perceptions of English Medium Instruction (EMI) in Secondary School Bilingual Classes: A Case Study

In contemporary international secondary education in Indonesia, English-Medium Instruction (EMI) has gained popularity and expanded into a rising global phenomenon. Recognizing this phenomenon and the importance of English language skills for students from an early age, this study aims to investigate the perceptions of junior high school students in bilingual classes on the use of EMI in schools. A qualitative research design in the form of a case study was adopted in this study. It involved thirteen (13) junior high school students (2 males, 11 females) of two bilingual class programs at a private junior high school in Bandung, West Java, Indonesia. Data were collected through questionnaires, semi-structured interviews, and an FGD (forum group discussion) session. The findings indicate that all participants show positive perceptions of the EMI implementation in terms of the importance of EMI for Learning, the importance of EMI for career, and the use of EMI associated with the preservation of tradition issue. This study also reveals the obstacles that are often faced in the use of EMI such as a lack of understanding of technical terms in the content course and teachers' low proficiency in English. Therefore, it is expected that this study will offer recommendations from the perspectives of EFL practitioners in order to optimize the advantages of the EMI policy in an EFL context.

Enhancing ASEAN Students’ Cross-Cultural Adaptability in Higher Education: Exploring the Issues of Applying Bilingual Education in China Panorama Curriculum

This research explores the issues of applying bilingual education in China Panorama Curriculum, with purpose to enhance cross-cultural adaptability of ASEAN students in higher education. Employing questionnaires and interviews with a longitudinal analysis based on factors like age, gender, nationality, and time in China, to investigate the cross-cultural adaptability of ASEAN students in China, focusing on psychological and learning environment adaptation. The research uncovers challenges in adapting to the Chinese cultural landscape and proposes solutions. Cultural disparities between China and ASEAN nations are identified, with the bilingual education approach proving beneficial in fostering classroom participation and cultural exchange. However, psychological challenges persist, impacting mental well-being and academic performance. The research reveals the limited social life of ASEAN students in China, confined to campus interactions, suggesting improvements in English proficiency among teachers and encouraging active student participation in social activities. While bilingual education holds promise, the research emphasizes the need for comprehensive strategies, including teacher training and addressing socioeconomic disparities. The findings offer insights into cross-cultural adaptation complexities, highlighting the potential of bilingual education within the Panorama Curriculum. Caution is advised when generalizing beyond ASEAN students in Guangxi, China, considering potential variations in cultural, social, and educational contexts internationally.

Harnessing transnational funds of knowledge through translanguaging pedagogy: Insights from an Asian migrant teacher

ABSTRACT Drawing on the concepts of translanguaging and transnational funds of knowledge, this qualitative study explored the multilingual and mobile life and pedagogical approaches of Ms. Tao, an Asian migrant teacher working in a New York City public school. The findings reveal that Ms. Tao’s vast linguistic, cultural, and migratory experiences have shaped her firm translanguaging stance and strong commitment to translanguaging pedagogy. She employs various bilingual and transnational resources to strategically and deliberately circumvent the school’s strict monolingual policies and foster everyday translanguaging for bilingual students in her classroom. The findings of this study provide valuable implications for teacher preparation, bilingual education, and future research explorations of translanguaging pedagogies among migrant teachers.

Research on Localized English Education for Transnational Left-behind Children in the Context of English Global Localization

With the increasing development of English globalization, the trend of combining English with local cultures has become more evident. This research focuses on five schools in the Wenzhou overseas Chinese hometown to investigate the current status of English education from the perspectives of teachers, students, and textbooks. The aim was to propose bilingual education strategies for the education of transnational left-behind children. By examining the situation of English education in this specific context, this study sought to address the unique challenges faced by transnational left-behind children and provide effective educational approaches. Interviews, observations, and document analysis were employed to gather data by means of qualitative research methods. The findings of this study settled on the improvement of bilingual education for transnational left-behind children and insights into enhancing English education in multicultural settings.

Exploring Latinx and non-Latinx families’ experiences of dual language Catholic schools: A national survey of parent engagement and satisfaction

ABSTRACT Parent involvement is often cited as an essential component of effective dual language bilingual education (DLBE), yet we have limited understanding of the ways parents participate in DLBE or how parent experiences differ between Latinx and non-Latinx families, who often have different reasons for enrolling their children in bilingual programs. Addressing these gaps, this article presents findings from a national survey of parent engagement and satisfaction for Latinx and non-Latinx parents whose children attend DLBE programs in Catholic schools. Findings revealed that parents viewed their involvement as important, although they reported being more involved in participation-oriented activities (e.g. volunteering in the classroom) than engagement-oriented activities (e.g. co-developing academic initiatives). Latinx parents reported similar or higher levels of involvement than non-Latinx parents in all areas except for school leadership. Parent satisfaction was extremely high, with Latinx parents expressing slightly higher satisfaction than non-Latinx parents. While parents were largely satisfied with school communication, many reported that certain communication was only available in English. These findings led researchers to conclude that high levels of reported satisfaction, particularly from Latinx parents, might obscure equity issues and that DLBE schools must look beyond satisfaction to understand parent experiences and to cultivate more equitable parent engagement.

Missed opportunities and implementational spaces for developing critical consciousness: Three case studies in secondary Mandarin Chinese dual language bilingual education

ABSTRACT In response to the call for centering critical consciousness as a foundational goal in dual language bilingual education (DLBE), this article explores secondary Chinese teachers’ instructional practices in Utah Mandarin Chinese DLBE programs and how their instructional practices reflect the missed opportunities and implementational spaces for developing critical consciousness in the backdrop of anti-Asian sentiment. Drawing on theoretical constructs of critical consciousness and using a narrative inquiry approach with ethnographic methods, this study focused on three secondary Chinese DLBE teachers’ reported and observed classroom practices concerning the development of critical consciousness. Findings reveal the different ways in which three Chinese DLBE teachers addressed critical topics in classrooms shaped by their attitudes toward the importance of promoting critical consciousness. Their classroom practices demonstrate the missed opportunities as well as implementational spaces to cultivate critical consciousness within the Mandarin Chinese DLBE curriculum. This study provides examples for DLBE teachers to implement critical pedagogies toward the critical consciousness goal and has implications for teachers, educators, families, and communities to support critical consciousness actions in and out of the classroom.

“Y Todavía, We Are Still Being Tested”: Educational Testimonios and Counter-Storytelling of Two Bilingual Pre-Service Teachers in a Multicultural Education Course

This article utilizes the testimonios of two bilingual pre-service teachers to discuss their experiences with educational assessments in a multicultural assessment course. Utilizing educational testimonios and counter-storytelling methodology, I share the personal accounts of my participants’ P-16 experiences, discuss how they navigated barriers related to testing and assessment, and describe how these experiences impacted their educational trajectories. I explore how testimono methodology can provide a necessary tool for constructing counter-stories for pre-service teacher educators within their teacher preparation programs. My findings demonstrate how, through critical reflection, pre-service teachers are able to draw and heal from their own experiences with assessments and how this process has better prepared them to enter the field as future bilingual educators.

Supporting Early Biliteracy in English‐Medium Classrooms: Initiatives for Family Engagement and Instructional Innovations

AbstractSince many bilingual students do not have access to bilingual education, this article illustrates how to collaborate with families and create instructional innovations to support biliteracy for all young bilinguals. The authors implemented a Biliteracy Jumpstart for 6 weeks at the beginning of school year culminating in Family Biliteracy Day with one linguistically diverse Pre‐K classroom.

Challenges faced by English education in ethical minority areas under the background of Bilingual Education Policy for ethical minority students: Taking Yunnan Province as an example

With the promulgation of the national bilingual education policy, the vast majority of ethnic minorities have learned to master both Mandarin Chinese and ethnic minority languages, providing them with more opportunities for their development, but it does not emphasize their foreign language skills to go out into the world. Therefore, the research theme of this paper is the challenges of English language education in ethnic minority areas in the context of bilingual education, taking Yunnan Province as an example. The study finds that there are three main challenges facing English language education for ethnic minorities. They are language teaching issues in ethical minority areas, English teacher issues in ethical minority areas, and people’s attitudes toward English learning in ethical minority areas. Firstly, there are a lot of problems with English teachers, such as the impact of minority languages on Han English teachers is big, insufficient teacher resources, low professional quality, and high turnover. Then, the students learn English with language transfer and are not interested in it. Finally, schools, teachers, parents, and students do not value English education enough.