Bilingual Primary School Research Articles

Karşılıklı Okumanın Çift Dilli İlköğretim Öğrencilerinin Okuma Becerisindeki Etkisi Almanya Örneği

In a constantly evolving and renewing world, the education system also plays its part. Thus, the education system has shifted from the traditional system to task-based learning. This study examines the impact of the task-based learning method (Reciprocal Reading) on the reading skills of bilingual primary school students. The research group consists of 18 bilingual third-grade students who are being taught between April and July of the 2023-2024 school year. In the conducted research, the Simultaneous Design was applied as one of the basic methods of Mixed-Methods Research. According to the structure of the Mixed-Methods Design, qualitative and quantitative data were evaluated together. In the qualitative aspect of the study, the students were observed while reading five different texts using the Reciprocal Reading method, and the data were recorded on paper using simple structured observation techniques and evaluated through document analysis. In the quantitative part of the research, tests consisting of seven closed-ended questions related to the text were applied, and the data were analyzed statistically. The research results showed that the Reciprocal Reading Method is highly beneficial for the reading skills of bilingual students. This conclusion was reached through the observations made during the application of the Reciprocal Reading method, the results obtained from the document analysis, and the tests conducted afterward. From the tests, it was determined that the highest percentage was 92.86%, while the lowest percentage was 65.71%. Keywords: bilingual, primary school, reading skills, Reciprocal Reading Method

Content and Language Integrated Learning in primary schools in Andalusia: A qualitative study on teachers’ perceptions

Despite the unanimous endorsement of the Content and Language Integrated Learning in mainstream education, the bilingual programme is not free from challenges. Hence, the main objective of the study was to examine the primary school teachers’ perceptions of the dual-focused approach to detect the major limitations and determine if there were potential differences within each cohort of teachers. Data were obtained from a questionnaire sent to all bilingual primary schools in Andalusia (Spain). For the purpose of the present study qualitative data were analysed using the software NVivo. The results of the study revealed that teachers’ needs have not been addressed sufficiently as they expressed deep concern over the scarcity of teacher training schemes, insufficient time for coordination, inappropriate design of the materials, little or no support provided to them and increased workload. Furthermore, with regards to the within-cohort comparisons, content teachers seem to be in greatest need of more assistance and training initiatives. These outcomes merit further attention and should feature on the agenda of educational policymakers as not addressing these issues properly might threaten the viability of the bilingual project.

Contextual Learning Strategies in English Subjects at Bilingual Primary School Muhammadiyah 1 Purwodadi

Abstract. Learning strategies need to be chosen by the teacher carefully so that the learning strategy chosen is not wrong and is under the conditions and circumstances of the students and the atmosphere of the class where the teacher is conducting the learning process. This research aims to analyze the learning strategies used by English teachers at the Bilingual elementary school Muhammadiyah 1 Purwodadi. This research is a qualitative descriptive study using interviews, questionnaires, and observation data collection methods. The research results show that learning English with contextual learning can run smoothly, and this statement is supported by the results of the triangulation of 3 data. Interview data shows that the teacher succeeded in making learning plans using contextual learning steps. Observation data shows that teachers are successful in carrying out learning using contextual learning. The results of the questionnaire showed that the students liked the contextual learning that the teacher applied in the English class. The conclusion is that contextual learning strategy can make the English language learning process at the Bilingual Elementary School Muhammadiyah 1 Purwokerto run smoothly.Keywords: bilingual; contextual learning; elementary school; English; strategyAbstrak. Strategi pembelajaran perlu dipilih oleh guru dengan hati-hati dan cermat agar strategi pembelajaran yang dipilih tidak salah dan sesuai dengan kondisi dan keadaan peserta didik dan suasana kelas tempat guru tersebut mengadakan proses pembelajaran. Penelitian ini bertujuan untuk menganalisis strategi pembelajaran yang digunakan oleh guru bahasa inggris di sekolah dasar Bilingual Muhammadiyah 1 Purwodadi. Penelitian ini merupakan deskriptif kualitatif dengan metode pengumpulan data wawancara, angket atau kuesioner, dan observasi atau pengamatan. Hasil penelitian menunjukkan pembelajaran bahasa inggris dengan contextual learning bisa berjalan dengan lancar dimana pernyataan ini didukung dari hasil triangulasi 3 data. Data hasil wawancara menunjukkan bahwa guru berhasil membuat perencanaan pembelajaran dengan langkah-langkah pembelajaran kontekstual learning. Data pengamatan menunjukkan bahwa guru berhasil menjalankan pembelajaran dengan menggunakan pembelajaran kontekstual. Hasil angket menunjukkan bahwa para siswa menyenangi pembelajaran kontekstual yang diaplikasikan guru di dalam kelas bahasa Inggris. Kesimpulan yang didapat adalah bahwa strategi pembelajaran kontekstual mampu membuat proses pembelajaran bahasa Inggris di Sekolah Dasar Bilingual Muhammadiyah 1 Purwokerto berjalan lancar.Kata kunci: bahasa Inggris; dwibahasa; pembelajaran kontekstual; sekolah dasar; strategi

Reconciling the Divides: A Dynamic Integrative Analysis of Variability and Commonality in (Pre)primary School English Development in Switzerland

The main goal of this paper is to suggest a combination of data analyses – notably generalized additive models, time-series clustering methodology, visual methods for significance testing and qualitative analyses – that relate to Complex Dynamic Systems Theory (CDST). To this end, we report on findings from a larger project conducted in a bilingual (pre)primary school in Switzerland, aiming to elucidate the complex ways that L2 English development emerges over time in 45 children who received German/English bilingual instruction over a period of eight years (age 5-12) in combination with emerging extracurricular exposure to English. The results reveal that increased extracurricular activities in English are particularly noticeable during periods of rapid development, but the effects seem temporally limited to the end stages of testing and strongly hinge on the cluster in question (i.e., learners with trajectorial similarities). We relate the findings to the “authenticity gap” between English inside and outside of school, as clusters who perceive a discrepancy between in- and out-of-school encounters with English also show rapid development that is characterized by increased English exposure during extracurricular activities. Methodological implications of adopting non-linear models, which can model complex dynamic relationships in order to better reconcile generalizability, variability, and individuality, are discussed.

Working with Reading to Learn in a bilingual primary school: Genres, literacy, inclusion

This article presents the implementation of Reading to Learn pedagogy (Rose, 2018a) in a 5th grade class of pupils learning subjects in English, a foreign language for the children, at a school with a very varied intake. It describes the design of lessons in two subjects (science and history), focusing on key genres for success in these areas: descriptive report and biographical recount. Data were collected at three times: T1 pre-intervention, T2 and T3 after lesson sequences on reading and writing the chosen genres. Ten pupils were selected among those who had completed all the final independent writing tasks, representing four types of learners in the class: three fast, three average, three slow with learning difficulties, and one with special educational needs. Their texts were assessed for the 14 features of the genres as in Rose's protocol, producing a total of 82 observations. The assessment showed considerable progression from T1 to T3 in both genres. The Wilcoxon test for related samples in this quasi-experimental design indicated significant improvement in many features of the genres from T1 to T3. To conclude, all the pupils benefited greatly from the R2L scaffolding cycles for writing in this school from a disadvantaged district.

The Integrated Project-Based Approach to Learning (IPBAL) and the Acquisition of Lifelong Learning Skills in Pupils of Government Bilingual Primary Schools in Mbouda Sub-Division

This study was designed to investigate the relationship between the integrated project-based approach to learning and the acquisition of lifelong learning skills in pupils of Government bilingual nursery and primary schools in the Mbouda sub-division. The study was guided by the cognitive development theory of Jean Piaget and the experiential theory of John Dewey. The study adopted a cross-sectional survey design. The sample population for the study was made up of respondents that were Headteachers, and teachers. The population and sample were selected using the purposive sampling technique. The instruments used were closed-ended questionnaires. Data was collected from a sample of 14 head teachers and 80 teachers. Data were analyzed using descriptive and inferential statistics. The hypotheses of the study were tested using a non-parametric Spearman’s rho test. Findings showed that there was a significant, positive, and relatively strong relationship between the identification of problems and learners' acquisition of lifelong skills (R-value 0.504**). Similarly, findings revealed that there was a significant, positive, and strong relationship between the use of appropriate instructional methodologies and learners' acquisition of lifelong skills (R-value 0.630**). Furthermore, findings showed that there was a significant, positive, and relatively strong relationship between collaboration learning and learners' acquisition of lifelong skills (R-value 0.515**). Findings equally revealed that there is a significant, positive, and strong relationship between the integration of ICT in the teaching-learning process and learners' acquisition of lifelong skills (R-value 0.556**). It was concluded that an integrated project-based approach to learning influences the lifelong learning skills in some government bilingual primary schools in Mbouda Sub Division. Based on the findings: it was recommended that teachers should be given the impunities and facilities that can help them identify pupils’ problems and provide possible solutions. Teachers and the community should work together on appropriate instructional methodologies, integrating ICT into the teaching-learning process so that pupils can acquire lifelong learning skills.

Cultural taboos in mediating science in a Namibian bilingual primary school

Background: The need to meet the demands of education in the 21st century has seen Namibia move, after democracy in 1990, from a segregationist educational system to an inclusive one in a bid to develop students’ capacities to think critically, particularly in science. Research indicates that cultural taboos can impact on how science knowledge is transmitted to and acquired by students.Objectives: The objective of this study is to investigate whether and how cultural taboos impact on the teaching of science in a Grade 4 class in Namibia.Method: Using a single case study design, we investigate the impact of cultural taboos on students’ acquisition of concepts relating to sexual reproduction and excretion, focusing on the extent to which cultural taboos influence talk as a mediating tool.Results: Findings indicate that cultural taboos silence students and impede the teacher’s ability to unpack sensitive concepts in science, potentially creating misunderstandings.Conclusion: Cultural taboos impact how effectively sensitive science concepts are mediated in this context.Contribution: This article adds to the knowledge of cultural taboos in science teaching but also develops a view of science teaching in a disadvantaged rural area where children are being taught in English, not their mother tongue. The use of cultural historical theory, we feel, also adds a fairly tale lens to the understanding of how scientific concepts must be linked to everyday concepts for student acquisition.

Enhancing Collaborative English Speaking Skill Development for Primary Students of UK Academy Ba Ria: Strategies, Impact, And Future Directions

The research paper titled ” Enhancing collaborative English speaking skill development for Primary students of UK Academy Ba Ria: strategies, impact, and future directions” investigates the efficacy of collaborative teaching methods in enhancing English speaking skill among primary students. Rooted in the socio-cultural theory of Vygotsky (1978) and the cooperative learning model of Johnson and Johnson (1999), this study delves into the collaborative efforts between native and Vietnamese teachers in a bilingual educational setting. Through a mixed-methods approach involving classroom observations, teacher interviews, and student speaking assessments, the research underscores the pivotal role of collaborative teaching strategies in fostering a conducive environment for language skill development. The findings illuminate the positive impact of cooperative instruction on students’ speaking abilities, accentuating the importance of teacher collaboration and shared expertise. The study sheds light on the specific strategies employed by teachers, such as co-planning, team teaching, and interactive activities, which create a language-rich environment conducive to speaking skill enhancement. The collaborative approach fosters students’ engagement, active participation, and confidence in using spoken English. The implications of the research extend to curriculum design, teacher training, and educational policies, emphasizing the need for intercultural competencies and effective communication skill among educators. The study contributes to the body of knowledge in English language education and provides practical insights for enhancing language instruction and collaborative teaching practices in a bilingual primary school context.

HOW ORAL CORRECTIVE FEEDBACK IS PERCEIVED BY EFL BILINGUAL ELEMENTARY SCHOOL TEACHER

Oral corrective feedback (OCF) is one of the important teaching methods because it can aid the students in the learning process. The EFL teacher in bilingual primary schools was studied for this research because they are still in under research. This study tries to find out how oral corrective feedback (OCF) is perceived by EFL bilingual primary school teachers. This study used case study. The data were collected using semi-structured interview with one of the teacher. The findings of this research, there are four kinds of oral corrective feedback (OCF) that used often by the teacher in the learning process that are, recast, repetition, elicitation and paralinguistic signals and the mechanism used bases on the situations individually or group correction. The second findings of this research is from the teacher perspective giving oral corrective feedback (OCF) can be easier for students to remember the correction from the teacher

Language Policy Implementation in Latvian Pre-School: Latvian Language Skills of Minority Children

Summary Latvian is the only official language in Latvia and one of the symbols of an independent state. The article provides a brief insight into the history of its reinforcement, which has not been easy. Education is one of the areas in which it is very important to develop multilingualism, while not forgetting to strengthen state language skills and their application. As the education system continues to reveal shortcomings in the process of Latvian language acquisition, Cabinet Regulations adopted in 2018 “Regulations Regarding the State Guidelines for Pre-school Education and the Model Pre-school Education Programmes” update the need for a successful transition from pre-school education to primary education at school, from pre-school education to bilingual primary school education or education carried out in Latvian. In minority families with a dominant Russian language, children acquire Russian well before pre-school age, and it is time to start learning the state language at pre-school age if this has not already been done. Taking these requirements into account, the article analyses the Latvian language skills of children of pre-school age, using 375 child speech recordings made by researchers in 2019 and 2020 in three regions – Kurzeme (Western Latvia), Latgale (Eastern Latvia), and Riga (capital). The materials are divided into three groups in each of the territories: recordings of Latvian children, recordings of minority children in groups with the Latvian language on a daily basis, and recordings of minority children in groups with the Russian language on a daily basis. The main problem is that regardless of the region, the Latvian language skills of minority children who attend pre-school education groups with a dominant Russian language on a daily basis are still insufficient and do not comply with the requirements set in Cabinet Regulation No. 716 of 2018 that the children should be prepared to start school with the Latvian as the learning language or bilingually. This suggests that the legislative provisions are not fully implemented and improvements are necessary for the Latvian language training system for minority children.

COGNITIVE, LINGUISTIC AND CULTURAL ASPECTS OF EDUCATIONAL ACTIVITIES OF BILINGUAL PRIMARY SCHOOLS AND PRE-SCHOOLS IN THE CITY OF BORDEAUX IN FRANCE

The scientific article explores the educational activities of bilingual primary schools and preschools in the city of Bordeaux in France. The research carried out is the result of the author's scientific internship at the University of Bordeaux 3. It has been established that the educational process in bilingual schools is aimed at achieving a single goal - high-quality language learning, which is important in today's conditions and contributes to the implementation of its linguistic aspect. Pupils of bilingual classes have the opportunity to immerse themselves in a bilingual environment on a daily basis under the constant attention of qualified specialists in bilingual education. All necessary conditions are created so that children learn easily and are maximally interested in the educational process. In the conditions of bilingual education, it is typical for teachers to actively use interactive methods of educational foreign language activities, since the degree of perception and assimilation of knowledge by students depends on the correct choice of teaching methods, the way of presenting and explaining the topic of the lesson. This significantly strengthens the cognitive aspect of bilingual education. Having analyzed the activity of bilingual schools in the city of Bordeaux, we can single out the characteristic features of their functioning: the activity of bilingual classes is focused on teaching one or more non-linguistic disciplines in two languages: native and foreign; admission of students to bilingual classes is based on voluntariness and conscious choice; functioning of bilingual classes is carried out under the constant attention of the Ministry of Education, departments and national councils on education, as well as the management of educational institutions; one of the factors of the successful functioning of bilingual classes is the professional training of the teacher; study in bilingual classes ends with passing the exam for a Bachelor's degree marked "European" or "international", which gives the opportunity to continue studying in leading educational institutions in Europe and the world.

Written Expression Skills of Both Monoliterate, and Emergent Bilingual Primary School Students: A Comparison with Monolingual Students

Many students learn Turkish as a second language in Turkey. These students, whose first language is Kurdish, learn Turkish at a certain level before starting school. As a result, these students become emergent bilinguals along with school life. On the other hand, some of these students almost do not use Kurdish in their lives and wholly turn to Turkish. Ultimately, all students whose first language is Kurdish continue their education in the same environment with students whose first language is Turkish. As a result, these children lag behind students whose first language is Turkish in many respects. They even lag behind students whose dominant language is Turkish and Kurdish as their first language. This research it is aimed to reveal the differences between the two student groups in the context of written expression skills. The effect of the dominant language difference, preschool education status and socioeconomic level on the written expression skills of primary school students were examined. The research group of 428 primary school fourth-grade students (girl: 201, boy:227) was determined by criterion sampling method. As a result of the research, it was revealed that the written expression skills of the students whose dominant language is Kurdish remained at a deficient level, and they made more spelling mistakes

Vocabulary and reading speed in the majority language are affected by maternal language proficiency and language exposure at home: a study of language minority bilingual children in Italy

ABSTRACT Environmental sources of variance in the Italian vocabulary and reading skills of bilingual primary school children from immigrant families (or language minority bilingual children (LMBC)) in Italy were investigated, and the LMBC’s skill levels were compared to those of their monolingual classmates. A total of 140 children from the first, third, and fifth grades were administered standardized tests of receptive vocabulary, word reading, and nonword reading skills. LMBC’s exposure to Italian at home and their mothers’ Italian proficiency were reported by mothers. Immigrant mothers’ Italian proficiency was a significant predictor of vocabulary and word reading speed but not of word accuracy or nonword reading. High levels of Italian exposure at home in combination with low levels of maternal Italian proficiency was a negative predictor of vocabulary; high exposure to Italian at home was positively associated with word reading speed and negatively associated with nonword reading speed. LMBC had lower vocabulary scores but did not differ from monolingual children in measures of reading skill. The findings underscore the importance of the quality of language exposure for language development and replicate findings that bilingual children show decoding skills on a par with monolingual children despite smaller vocabularies.

Content and Language Integrated Learning in Castilla-La Mancha, Spain: Exploring Pedagogical Practices and Experiences through Classroom Observations

Background: Content and Language Integrated Learning (CLIL) is a European innovative interdisciplinary educational convergence that intends to promote multilingual competence among students through the learning of the subjects in a second/foreign language. This approach is considered one of the significant developments in the field of education that emerged in the last decade of the twentieth century garnering massive acceptance and implementation in schools and universities in Europe and other parts of Asia. Purpose: Although one can see a growing number of research studies and classroom experiments on CLIL in diverse educational contexts, in other countries such as India, education exhibits lacuna in terms of knowledge, research and practice. Therefore, a research study was designed with the objective of exploring and understanding the nature and method of CLIL practices prevalent in bilingual primary and secondary school classrooms in Castilla La Mancha, Spain. Spain was chosen because it is one of the pioneering countries that steered an exhaustive variety of research and experiments in CLIL practices in its diverse educational contexts. Methods: Adopting qualitative research method Participant Classroom Observations, twenty classes of two bilingual schools—fifteen classes of Natural Science and Social Science in primary school and five classes of Music at Secondary School that used CLIL approach were observed and findings recorded using observation template. Results: The findings provided a myriad view of the bilingual experiences in the classrooms, diversity and range of pedagogical practices used, student teacher interaction dynamics present, positive learning environment provided for the students in the classes to mention a few. Conclusion: The study concludes with the understanding of the ‘added value’ and the numerous benefits the approach provides for the students. As a fresh and innovative approach, CLIL promotes holistic and meaningful learning catering to the needs of twenty first century education systems.

Self-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong Kong

ABSTRACT The study examined the relationships between self-regulated learning (SRL) strategies used by 2,894 bilingual primary school students and their Chinese and English reading test performance. Exploratory factor analysis of the self-reported SRL strategy use questionnaire yielded two factors of strategies (planning and monitoring) used in both Chinese and English reading. The analysis of the structural equation model indicated that the planning and monitoring strategies used in Chinese reading positively affected their corresponding strategies used in English reading. The Chinese planning and monitoring strategies directly and positively affected both Chinese and English reading test performance. The English planning had a positive effect on English reading test performance while the English monitoring strategy did not affect English reading test performance. The results contribute to the knowledge of SRL in second language and bilingual education in the Chinese context.

Language Conflict, Language and Culture Shock in The Context of Bilingual Primary School Students

There are many bilingual students in schools located in rural areas of the east and southeast of Turkey. Especially bilingual students at the primary school level experience language conflict during the process of acquiring Turkish as a second language. Many teachers from the provinces of Turkey, especially in the western regions, are appointed to schools where bilingual students are educated. It is known that most of the teachers have problems in adapting to the culture and language of the region. These problems cause language and culture shock for teachers. These problems cause various negativities on students and teachers during education. In this study, language conflict experienced in bilingual students; it was aimed to question the size and consequences of language and culture shock in teachers. Teachers from different branches (n=120) working in the district villages of Van province were included in the study group. Research data were collected via an online questionnaire in the spring semester of the 2020-2021 academic year. The collected data were analyzed with the MaxQDA 2020 program. As a result of the analysis, intense language conflict among students; it has been revealed that teachers are also experiencing language and culture shocks.

Word form processing at school age: Evidence for similarities between bilingual and monolingual children

AbstractThe present study aimed to explore the lexical processing abilities of bilingual school-aged children compared to their monolingual peers. Therefore, word form processing tasks (auditory lexical decision, rapid naming, rhyming), as well as traditional vocabulary tasks (word-picture matching and picture naming), were conducted in a cross-sectional design in a sample of 163 German monolingual and 39 bilingual primary school children (6-9 years), speaking German and another language. Regression analyses revealed that age, gender, and vocabulary size, but not bilingualism have an impact on performance in word form processing tasks. Group comparisons after propensity matching on age, gender, and vocabulary size revealed no significant group differences between monolingual and bilingual children in word form processing tasks. After the sample was divided into two age groups, bilingual children showed an initial weakness at ages 6 to 7 that seems to be overcome during primary school age.

Various English Literacy Activities in Bilingual Primary School

The results of Program of International Student Assessment show that the literacy skills of Indonesian students was in the low level. This study aims to investigate English literacy activities in elementary schools. This research is a qualitative research with a case study method. There were three English teachers who teach on the 1st, 2nd, and 3rd grade assigned as the subjects of this study. Data were collected using a questionnaire, interview guide, and checklist. The data collection procedure was carried out by distributing questionnaires, conducting interviews, and conducting classroom observations. Data were analyzed using data analysis methods from Cresswell which consisted of data organization, coding, description and developing themes, reporting findings, interpreting, and validating data. The results of this study indicate that there are eight literacy activities, namely Directed Reading-Thinking Activity, guided reading, reading with multimedia assistance, thinking aloud, reading aloud, dictating, recognizing letters, and writing. This study provides a description about English literacy activities in Primary School conducted by teachers. Therefore, a suggestion is directed to English teachers to teach literacy to students since the early age as literacy is an important basis for students’ future learning.

Relationship between EFL young learners’ multiple intelligences and English Achievement in Bilingual School

This research set out with the aim of assessing whether EFL young learners’ multiple intelligence in bilingual school in Intensive Cambridge Program (ICP) has influence on their English proficiency as the important determining factors. The total number of participant was 76 students which consist of 38 male and 38 female students of 2rd, and 5th grade of bilingual primary school. The instrument used to elicit information for this study is multiple intelligences survey for kid by Laura Candler and Cambridge Progress Test (CPT). The result shows that there is no significant relationship between EFL young learners’ multiple intelligences and English proficiency. To find the predictor of type of multiple intelligences which have strength to effect toward English achievement also showed no significant since the probability was small. It can be caused that in bilingual classroom since English is used not only as a subject but also as classroom instruction and language in the text book for science, mathematics and English itself. So student’s’ English proficiency had been influenced not only by how teacher conduct the class based on multiple intelligences, but by other input outside English subject.

Speech behavior of bilingual primary school children in a multinational region

Historically, the Russian language has become a common means of communication in the Russian Federation. The Republic of Crimea is a place where the population is represented by a multinational community. At that, some areas are densely populated with a single nation, where children speak the Tatar language, that is, are essentially everyday bilinguals. The most characteristic type of bilingualism in Russia is the national Russian language, which is learned both through training and direct communication with the Russian-speaking population. Early everyday bilingualism is common when the assimilation of the native and Russian languages develops almost in parallel. The authors have received new information on the peculiarities of the acquisition of Russian and native Tatar languages in primary school children raised in a multilingual environment. It is proved that speech therapy examination of speech disorders in bilingual children should be conducted in two languages. The article presents developed recommendations for teaching bilingual children in a Russian-language school, depending on the degree of proficiency in Russian and the presence of speech disorders.