Bilingual Teachers Research Articles

Enhancing dual language learners’ language learning through parent–teacher partnerships

Families of dual language learners (DLLs) and their linguistic resources play a crucial role in fostering children’s language development. However, there is still a dearth of empirical studies investigating whether bilingual teachers view the families of DLLs and their language resources as assets, and how they implement family engagement practices to leverage these language assets in teaching DLLs. This study examined the family engagement perspectives and practices of five bilingual teachers in New York City (NYC) early childhood classrooms. Qualitative data were collected using online questionnaires and semi-structured interviews. The findings suggest that bilingual teachers hold a strength-based view of DLLs’ parents and their language resources to support their children’s language learning. Controversially, they demonstrated a mixture of deficit- and strength-based approaches to parental engagement, ranging from educating parents about English homework strategies to arranging classroom events in which parents could highlight their home language practices. Concurrently, teachers were fully aware of the importance of DLLs’ home linguistic resources in supporting students’ language learning, yet they maintained instructional practices that kept DLLs’ home and school language repertoires separate. The implications for fostering strength-based perspectives on DLL families and strength-based DLL family engagement strategies are discussed.

The Nature of Errors in Russian Speech of a Future Bilingual Teacher of the Russian Language: Psycholinguistic, Linguo-Methodological Approaches to the Interpretation of Experimental Data

The Nature of Errors in Russian Speech of a Future Bilingual Teacher of the Russian Language: Psycholinguistic, Linguo-Methodological Approaches to the Interpretation of Experimental Data

RESEARCH ON BILINGUAL EDUCATION IN TAIWAN’S HIGH SCHOOLS

This study aims to explore the current status of bilingual education implementation in high schools in Taiwan. This study formulated interview topics based on different aspects of bilingual education and interviewed six relevant personnel through the literature analysis and qualitative in high schools. It included principals, teachers and students in order to understand the impact of bilingualism on the influencing factors and implementation difficulties. The conclusions drawn are as follows: First. Bilingual education policies and supporting measures will affect the progress and implementation effectiveness of bilingual education. second. It is helpful for schools to set clear bilingual education goals. third. There are differences in the effectiveness of bilingual education for students in general high schools and technical high schools. Fourth. The preparation of bilingual teachers and the community are the key to the success of bilingual education. fifth. Creating an immersive learning environment can improve the effectiveness of bilingual teaching. sixth. The urban-rural gap and insufficient resources are major obstacles to promote bilingual education. seventh. If teacher spend too much time on teaching English, it will affect students ‘acquisition of professional subject knowledge. eighth. Bilingual teaching causes burden on teachers and affects their willingness to promote it.

Определение коэффициента билингвизма будущих учителей-предметников методом ассоциативного эксперимента

The paper describes the essence of the phenomenon of bilingualism, types of bilingualism, approaches to its quantitative assessment, as well as the results of an associative experiment aimed at determining the level of bilingualism of future teachers studying at Kazan Federal University on a bilingual basis using Russian and Tatar languages. The experiment involved 40 students – future mathematics teachers in the 2nd and 3rd years of study. The scientific novelty of the research lies in determining that the level of the academic component of bilingual communicative competence among future bilingual teachers is higher than the level of their general communicative competence. As a result, it was found that at this stage of the implementation of the multilingual education model at Kazan Federal University, most future subject teachers have formed the coordinate and the compound type of Tatar-Russian bilingualism both in the field of general communication and academic language in the sphere of mathematics on the topic “Function”.

Digital echoes of heritage: toward a culturally balanced pedagogy in technology-enhanced bilingual education

PurposeThis study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings.Design/methodology/approachThis research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas.FindingsThe study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement.Originality/valueThis research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.

Challenges and Strategies in Elementary Bilingual Teacher Education

Challenges and Strategies in Elementary Bilingual Teacher Education

Interrogating the general English proficiency requirements for prospective Taiwanese bilingual teachers

ABSTRACT Prospective bilingual content teachers in Taiwan must submit proof of upper-intermediate (CEFR B2) English proficiency in the four language skills (listening, speaking, reading, and writing) before qualifying for interviews. This article investigates whether this is justified by examining the relationship of general English proficiency with one of the main mechanisms for teacher selection: the interview teaching demonstration (microteaching). The article first presents scholarship on bilingual teacher competences. Then, the findings of an empirical study examining the relationship between English proficiency scores and microteaching demonstrations are presented. The study utilised data collected from 74 prospective secondary bilingual content teachers from 13 subject areas in northern Taiwan. Microteaching demonstrations were scored by bilingual education and subject experts using a locally developed rubric. The Cambridge B2 First exam was used to measure English proficiency. The results showed that speaking and listening had a small relationship with microteaching performance, but reading and writing scores did not. It was also found that those with a lower-intermediate (CEFR B1) proficiency level performed equally with those at a CEFR B2 level or higher in the microteaching. Based on these findings, the use of general English proficiency exams for bilingual teacher recruitment is challenged and alternatives are proposed.

How equally do teachers distribute their attention across students classified as English learners (ELs) and their non-EL peers in science classrooms? A frequency analysis of monolingual and bilingual teachers’ interactions with different student grouping configurations

ABSTRACT We address the notion that different student grouping configurations in the classroom may provide different sets of opportunities for English learners (ELs) – students whose home language is not English (the language of instruction in the U.S.) – to both learn science and develop a second language through different forms of social interaction. We examined the frequency with which monolingual and bilingual (English-Spanish) teachers interacted with students working in four grouping configurations: Only ELs, Whole Class, Only Non-ELs, and Mixed (both ELs and non-ELs). We used a sample of 359 instructional episodes from 78 science lessons taught by bilingual and English-only teachers in the U.S. While we observed a considerable variation in the frequency of different classroom practices (e.g. those promoting critical thinking were less frequent than those involving factual knowledge), Whole Class was the grouping configuration most frequently observed for all classroom practices. The same frequency patterns were observed for monolingual and bilingual teachers. We argue that the low frequency of teachers’ interactions with students working in small groups limits the opportunity for ELs to learn science through different forms of social interaction and for teachers to identify and address individual EL students’ learning needs.

Raciolinguistic chronotopes in bilingual teacher candidates’ language portraits: A call for centering race in bilingual teacher education

ABSTRACT This study explored 17 bilingual teacher candidates’ (bilingual TCs) representations of their lived experience of language via linguistic portraits. Specifically, attention was paid to the semiotic elements (space, place, time, and the body) these bilingual TCs employed and the ways this assemblage of elements formed raciolinguistic chronotopes. Analysis demonstrates that raciolinguistic chronotopes enabled bilingual TCs to portray their experiences of racialization as Spanish-English bilinguals in the United States. Analysis also shows the ways these TCs often vacillate between adhering to and challenging raciolinguistic ideologies. Findings have implications for how language portraits are utilized as a teacher learning tool in teacher education programs serving bilingual TCs of Latina/o descent. Keywords: language portraits, raciolinguistic chronotopes, racialization, teacher candidates, teacher education.

Educational and academic text as a means of developing the cognitive and communicative potential of the future bilingual teacher of the Russian language

Educational and academic text as a means of developing the cognitive and communicative potential of the future bilingual teacher of the Russian language

Postura Activista: Examining one bilingual teacher’s activism and commitment to the community she serves

ABSTRACT This qualitative case study examines how one bilingual teacher draws on their critical consciousness to support immigrant students and their families. Drawing on the construct of conscientization, I argue praxis is the embodiment of critical consciousness through acts of responsiveness and actions educators enact to rewrite unjust spaces and practices. Case findings point to the teacher’s approach and commitment were rooted in praxis and revealed how the embodiment of their critical consciousness worked to rewrite contexts where anti-immigrant practices took place. Additionally, case findings provide a framework for examining activist literacies as transformative acts in the reimagining and rewriting of unjust spaces.

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.

Perceptions of Pre-service Teachers on Code-switching in Bahasa Indonesia to English or Cebuano to English

This paper explores the perceptions of Filipino and Indonesian pre-service teachers on code-switching between Cebuano or Bahasa Indonesia, respectively, and English. Attributed to Canagarajah's Global English, among other theories, this quantitative research described the languages used and the perceptions on code-switching. The study compared the results of the Filipino and Indonesian pre-service teachers' perception on codeswitching and identified the preference for language use in both groups. It was found that the respondents are bilingual teachers. Also, both groups agree that teaching in one language only is not beneficial, teaching in both languages is desirable and easier to understand, mixing both languages does not weaken each other, and codeswitching assists in higher grades. Almost all respondents prefer the teaching of English through code-switching. Therefore, an empowered use of the local language and an established teaching of a World English variety unique to the Philippines and Indonesia can help pre-service teachers in their future teaching endeavors.

An Analysis of Yi Language Development Issues: A Case Study of Xingye Township

The Yi ethnic group is an ancient minority in China, with a rich and splendid cultural history. The Yi language, as the language of the Yi people, is the most significant manifestation in politics, economics, culture, philosophy, and art, embodying the diligence and wisdom of the Yi people. However, its gradual decline in contemporary times is a significant cultural loss. This paper conducted a survey among villagers of the Yi ethnic group in Xingye Township to understand whether they use the Yi language in daily life, whether they want their children to learn and use the language, and whether they can speak it fluently. The survey revealed signs of the Yi language declining in the area. Based on this, the paper analyzed the factors influencing the development of the Yi language and proposes practical suggestions from three aspects: educational concepts, bilingual teachers, and means of dissemination.

English teaching as gendered care work

Drawing on data from ethnographic fieldwork at an English language school for young learners in South Korea, this article examines the relationship between emotional labour and gender in English language teaching (ELT). It takes note of how bilingual speakers’ emotional work was constructed as suitable for women and rendered invisible in their respective working contexts. The findings show that: 1) the job requires the female bilingual teachers to not only teach English but also engage in invisible, gendered childcare; and 2) amid the paradoxical situation in which bilingual teachers are expected to reproduce the ideology of native speakerism to be recognized as proficient English speakers, their anxiety about linguistic and cultural hybridity also deepened. The precarious labour conditions of female bilingual teachers in the school epitomise a broader trend in the contemporary South Korean ELT market, where female bilingual teachers’ emotional labour is naturalised in the name of caring.

Developing preservice bilingual teachers’ transformative agency

U.S. bilingual educators struggle with English hegemonic ideology and inadequate ethnolinguistic resources. Using the theoretical framework of transformative agency by double stimulation, this qualitative case study investigated how preservice Chinese and Spanish bilingual teachers actively confronted such struggles during their practicum experiences to improve their culturally responsive pedagogies. Four types of warping actions were found: amplifying bilingual instruction, formulating support for bilingual learning, generating new bilingual pedagogical knowledge, and taking charge of their own professional growth as bilingual teachers. The study concludes that preservice teachers’ transformative agency can be pedagogically facilitated with mediational tools offered through formative intervention research methods. (100 words).

Code-switching in Bilingual Classroom in Sri Lanka: Differing Perception of Teacher and Students

Code-switching occurs in multilingual cultures where citizens have the right and ability to speak two or more languages. This phenomenon can frequently be seen in the English Medium classrooms in the Sri Lankan state school where English and Sinhala are used interchangeably for classroom practices. This article aims to examine subject teachers’ and students’ perspectives towards the use of English and Sinhala for instruction and learning in English medium classrooms in state schools in Sri Lanka, thus identifying how code-switching impacts on students’ performance. The study used mixed method for data collection. Five English medium teachers of three schools in the Hambantota district in Sri Lanka were interviewed and forty students who are learning the subjects in English medium in five schools were distributed questionnaires. The study used random sampling method for selecting the participants and Thematic Analysis (TA) for identifying, organizing, and interpreting data. One key finding of this study is that most teachers employ code-switching in bilingual classrooms in order to make the students familiarize with the subject matter. Although the majority of students are willing to speak English, as a medium of instruction in bilingual classrooms, students need their teachers to explain the lessons in both media. Although code-switching can enhance a student’s knowledge of a specific subject it does not make the student a better speaker or a writer. The current study has implications for bilingual teachers, students, syllabus, and material designers.

Assessing Key Determinants of Bilingual Education: An Examination of Language Policy, Bilingual Teacher Identity, and Student Language Proficiency

Assessing Key Determinants of Bilingual Education: An Examination of Language Policy, Bilingual Teacher Identity, and Student Language Proficiency

Bilingual Teacher Talk Pada Pengajaran TEYL di Sepama Kamboja

This study focuses on translation analysis of the use of bilingual teacher talk in teaching TEYL (Teaching English for Young Learners) in Sepama Cambodian classrooms. The method used is qualitative descriptive. The results showed that the students as teachers in the Sepama class used 8 translation techniques based on theories from Molina and Albirr. The results of the analysis were obtained based on the processing of 35 data obtained from online learning videos. The literal translation technique was applied to 9 data or 25.71%. Amplification technique as much as 2 data or 5.71%. Variation technique 1 data (2.85%), Typical matching technique 2 data or 5.71%. While the reduction technique has 9 data (25.71%). Transposition and particulate techniques each have 3 data or 8.57%. and finally Modulation technique as much as 4 data or 11.43%. The reduction technique is widely used because the structure of BSa is simpler than BSu. While literal techniques are also often used because teachers must immediately convey BSa and BSu immediately respectively.

Association Between Bilingualism, Vocal Effort, and Background Noise With Voice Fundamental Frequency and LTAS Among Spanish-English Bilingual Teachers

As the world becomes increasingly interconnected, the demand for bilingual teachers has grown exponentially. However, the unique combination of being a bilingual occupational voice user establishes challenges that warrant careful examination. To investigate the association between bilingualism, vocal effort, and background noise with fundamental frequency and long-term spectrum average among Spanish-English bilingual teachers. Exploratory cross-sectional correlational study with the participation of eight Spanish-English proficient bilingual teachers (native Spanish speakers) who were teaching online classes during the quarantines established to mitigate the propagation of COVID-19. Participants were asked to read two standardized texts (one in English and one in Spanish) under two background noise conditions (with and without background white noise). There was a significant interaction between language and vocal effort considering that the association of vocal effort with fo was different for Spanish and English. There was also a significant main effect of background noise on fo. There were significant differences in voice spectral characteristics between productions in Spanish and English and between productions with and without background noise. The alpha ratio was significantly higher in productions in English and with background noise compared with productions in Spanish without background noise. The mid to high spectral energy ratio (1-5K/5-8K) was significantly lower in productions in English and with higher perceived vocal effort compared with productions in Spanish and with lower scores on the Borg Scale. Our findings introduce a need perspective by emphasizing the impact of speaking a second language on the work-relatedness of voice disorders among teachers. These findings stress the necessity to factor in language and environmental conditions for the comprehensive evaluation and management of work-related voice disorders.