Bilingual Teaching Research Articles

Bilingual Teaching Environment Creation and Multi-Attribute Teaching Decisions

With the continuous advancement of globalization, bilingual teaching has become an important component of the educational field. However, existing research methods have certain shortcomings in creating a language environment conducive to bilingual teaching and making multi-attribute teaching decisions. To solve this problem, this study conducted detailed research in three aspects. First, bilingual teaching environment creation schemes and their attribute characteristics were discussed, aiming to establish a more comprehensive and systematic language environment model. Second, evaluation indexes for the schemes were selected and weighted, aiming to establish a scientific and reasonable evaluation system. Finally, the specific implementation steps of the multi-attribute teaching decision model were elaborated, providing a comprehensive decision framework. This study not only contributes to the theoretical development of bilingual teaching but also provides a valuable reference for educational practice.

Whāia te iti kahurangi, ki te tūohu koe me he maunga teitei: A journey of pursuing aspirations for bilingual tamariki

My husband and I are parents of four beautiful bilingual tamariki. When our children started primary school, we chose the local school, which is very good but, at the time, the provision of te reo Māori and tikanga Māori was lacking. I am also a kaiako and academic within the realms of te reo Māori and tikanga Māori, particularly in the contexts of whānau and education. Informed by my dual role as parent and educator, this reflection shares some of our experiences throughout our children’s primary school years. I also highlight the challenges we faced in the pursuit of our aspirations. Utilising the Tātaiako: Cultural Competencies for Teachers of Māori Learners framework, I discuss the progress and shifts in attitudes regarding bicultural and bilingual teaching and learning (Education Council Aotearoa New Zealand & Ministry of Education, 2011). I conclude by sharing my vision for my future mokopuna.

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.

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

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

Study of the satisfaction by age and gender of secondary school students with the integrated learning of Basketball and English language through a Non-linear Pedagogy

Content and Language Integrated Learning (CLIL) is increasingly being researched and developed in Spain. This system is based on combining the four language skills (listening, speaking, reading and writing) in a realistic context, which makes the use of language functional, with numerous studies showing the benefits of this type of content combination. The aim of the study is to analyze the differences in the effect of this type of learning in relation to the gender or ages of the students participating in such programs. The sample selected for the study was 46 students, with an average age of 13.39 years, corresponding to the 2nd and 4th years of secondary education. The SSI-BPE (Sport Satisfaction Instrument in Bilingual Physical Education) questionnaire was used to record the degree of student satisfaction. The results indicate that the bilingual teaching modality in PE classes for the development of content related to the sport of basketball is associated with an increase in satisfaction and enjoyment of the classes. However, it appears that this motivation decreases with age.

English classroom immersion learning on language barriers in autistic students

Background Language is an important tool for human thinking and communication, and language disorder is one of the core symptoms of autism. This paper aims to examine the effects of English full immersion use in an English classroom learning environment on facilitating language acquisition performance and language disorders in autistic students. In addition, the paper also seeks to analyze the potential impact of immersive learning on their language ability and communication skills.Subjects and Methods60 autistic students from a school in Chengdu were randomly selected, and 30 were randomly assigned to the experimental group and the control group. The experimental group used English classroom immersive learning, while the control group adopted the traditional bilingual teaching mode. The whole experiment lasted for 32 weeks, and the spontaneous language frequency and semantic accuracy of autistic students were recorded in both groups.ResultsAccording to the pre-post recording, the spontaneous language frequency and semantic accuracy rate of the students in the experimental group were significantly different from the comparison before the experiment (P<0.05), and there was no significant difference between the results in the control group (P>0.05).ConclusionsThe spontaneous language frequency and semantic accuracy of autistic students with English classroom immersive learning improved significantly one week after the beginning of the experiment, and were significantly higher than that of traditional bilingual teaching in the first week. Explain that immersive learning in English class has a potential positive impact on language barriers in autistic students. The findings of this study promise to improve educational and therapeutic approaches to promote language development of students with autism.

“沉浸式”英语学习模式及实施策略研究

Immersive English learning is characterized by immersion, scenario-based learning, and interaction. It represents a bilingual teaching model where the second language serves as the primary medium of instruction and is widely recognized as a successful approach to second language education worldwide. This article offers a comprehensive review of the immersive English learning model and presents strategies for its effective implementation, considering philosophical, environmental, and instructional dimensions. The aim is to enhance the quality and proficiency of English language acquisition. To successfully implement the immersive English learning model, educators can establish student-centered classrooms, enabling students to actively participate, interact, and unleash their autonomy and creativity. Additionally, creating an English-immersive learning environment facilitates natural language acquisition and authentic communication. Finally, it is essential to assemble a high-quality bilingual teaching team, offering students exceptional educational resources and guidance to enhance their English learning and usage effectively.

Implementing a reading-to-learn programme in EFL bilingual teaching

Abstract This article draws on a study that investigated an implementation of reading-to-learn pedagogy (R2L) on EFL students’ writing. The study involved a group of Year 8 students from an Indonesian public school who were taught English using R2L strategies that had been specifically developed for EFL classrooms, where both L1 and L2 are used as the instructional language. Classroom observations, student writing, and interviews were collected as the data. The texts produced by the students before and after the programme were examined qualitatively using a functional linguistic model. The study found that fine-tuning R2L by systematizing the use of L1 and L2 in the classroom interactions can assist in improving student writing. Students wrote longer texts, used high-level vocabulary, and had a better mastery of English grammar as shown by their use of more complex grammatical structures. Other pedagogic gains from the programme are also discussed.

Latent Transitions of Learning Interests among Kindergarteners in Hakka Bilingual Teaching Programs.

The profiles of kindergarteners' learning interests in Hakka bilingual teaching programs are unclear and the effects of these programs on the transition of such interests over the long term are under investigation. This study analyzed the learning interest profiles of 112 kindergarteners (data gathered by kindergarten teachers) enrolled in immersion/non-immersion Hakka bilingual programs in Taiwan. Latent transitions in these profiles were analyzed based on pre- and post-implementation data. The results showed that two different subgroups were identified based on the kindergarteners' learning interest profiles before and after the implementation of the Hakka bilingual program. The pre-implementation subgroups contained the "moderate situational and low-to-moderate individual interest" and the "high situational and moderate-to-high individual interest" profiles. Post-implementation subgroups consisting of "moderate-to-high situational and moderate individual interest" and "high situational and individual interest" profiles were identified. Moreover, four patterns of transition in the kindergarteners' learning interest profiles were uncovered: (1) a slight increase in both learning interests, (2) a significant increase in both learning interests, (3) a slight regression in both, and (4) a maintenance of situational interest coupled with a slight increase in individual interest. Lastly, the non-immersion Hakka program showed significant and more positive effects on the "moderate situational and low-to-moderate individual interest" profile subgroup compared to the equivalent group from the Hakka immersion program. These results provide new evidence complementing previous findings reached via different analytical approaches and contribute to the overall conclusion that bilingual programs improve learning outcomes.

Guest Editorial

This Volume 14, Issue 4 includes six selected best papers from the VIII International Conference on Bilingual Teaching in Educational Centers (CIEB), held at the University of Jaén in October 2022. Bilingual education initiatives have been firmly taking root across the European continent (and increasingly, in Asia and Latin America) for the past two decades. In particular, CLIL (Content and Language Integrated Learning), considered to be the European approach to plurilingual education, has been steadfastly advancing within the language teaching arena and evolving in exciting new directions which have posed novel challenges to researchers, practitioners, gate-keepers, and educational authorities alike. These new avenues for CLIL development include extending its implementation from infant education through to tertiary degrees (as research -e.g. Pérez Cañado, 2018 - has voiced that the effects of CLIL grow stronger with time), setting in place diversity-sensitive bilingual education systems which can increasingly cater for all types of students (Pérez Cañado, 2021), ensuring quality assurance within CLIL programs in order to determine those traits which characterize successful pedagogical practices (Pérez Cañado, 2016), or polling stakeholders’ self-reported perceptions, which are particularly relevant in our field, as “their interpretations and beliefs are crucial to understand how the CLIL programme is socially viewed, understood and constructed, and the expectations it raises” (Barrios Espinosa, 2019, p. 1). These are precisely the key issues which the present volume seeks to address.

Bilingual Education in Rural Islamic High Schools: Teachers' and Students' Perspectives and Experiences

The purpose of this study is to investigate the perceptions of bilingual teaching held by both teachers and students, as well as the processes used to conduct bilingual language instruction and the results obtained from using bilingual language education. The qualitative research approach was utilized for this investigation. For the purpose of this study, a teacher and ten students from the XI IBB Man 2 Bone Class served as participants and served as the study's subjects. In addition to that, the data gathering was done by a combination of observation, interviews, and documentation. The findings indicated that teachers and students had a favorable impression of bilingual education, placing it in the category of highly perceived bilingual education. The incorporation of bilingual education, which is soundly founded on Baker's theory (2001), comprises the separation of language and the concurrent use of language inside a lesson. Last but not least, there was a beneficial effect that teaching students in two languages has on the overall accomplishment of such students. The present study implies that the bilingual education approach could foster students' EFL repertoires in the context of Senior high school students and specifically within rural regions, as evidenced by the study.

Unlocking global opportunities: Exploring bilingual teaching in Spanish business law

This paper explores the complexities of bilingual teaching in Spanish business law, highlighting both opportunities and challenges. Teaching in English offers global recognition and collaboration, especially in areas like international trade. However, nuances in Spanish commercial law and subjects rooted in national legal traditions, like insolvency law, pose hurdles. Anisomorphism between legal systems complicates direct translations, emphasizing the need for a strategic approach. Despite harmonization through directives, elements shaped by national legislation persist. Scarcity of English teaching materials necessitates ad hoc preparation, impacting educators and student independence. A judicious approach to bilingual teaching is crucial, balancing global benefits with linguistic intricacies and resource challenges.

IMPACT OF BILINGUALISM ON THIRD LANGUAGE ACQUISITION AND BILINGUAL TEACHING.

Abstract Bilingualism has been found to have a positive effect on the acquisition of a third language. This article explores the different theories of third language acquisition, including the Cumulative Enhancement Model and the Linguistic Coding Differences Hypothesis, and how bilingualism can facilitate the learning of a third language. In addition, the article discusses the various elements of bilingual teaching, such as immersion and transitional bilingual programs, and how they can be used to promote bilingualism and biliteracy. The article concludes by highlighting the importance of bilingualism and bilingual teaching in promoting language learning and cultural understanding in our increasingly globalized world.

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.

Bilingual Science Lexicon of Pre-Serviced Primary School Teachers

Bilingual teaching has experienced rapid growth in the Spanish educational panorama and numerous university programmes have emerged with the aim of training future CLIL (Content and Language Integrated Learning) teachers. However, there is little research assessing the level of linguistic competence in Spanish and foreign languages of future teachers, especially those who are studying for a bilingual degree. Although this work is part of a broader project that analyses bilingual lexical competence in subjects related to the Social Sciences and Experimental Sciences, we focus on the analysis of lexical availability of content related to the teaching of science. The sample consisted of 46 students of the Degree in Primary Education at the University of Extremadura. Using a lexical availability test, lexical production in Spanish and English is analysed and compared to determine whether the fact of studying in English affects the acquisition and consolidation of lexical knowledge in Spanish. The results show that there are no significant differences in lexical production between Spanish and English. In addition to the quantitative data, results from the qualitative analysis are presented, analysing the most available words and the organisation of the lexicon in both languages.

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

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

Development of Bilingual Teaching Models According to Multicultural Education Approaches Using English and Ethnicity Language

According to the multicultural approach, educational administration aims to assist students in embracing and appreciating both their own culture and other cultures that are different from their own. It encourages pride in one's own culture, pride in discovering other cultures, and pride in knowing how to use information wisely. Every learning center has to offer multicultural education because, if students and educators don't learn about cultural variety through the learning center's activities, they can elsewhere in society. The goal of the project is to create bilingual teaching models employing English and language ethnicity at the Office of Non-Formal and Informal Education in the Samoeng district of Chiang Mai Province. The research methodology was conducted using developmental research methodologies. As students at the Office of Non-Formal and Informal Education in the Samoeng district of Chiang Mai Province, Thailand, come from a variety of ethnic backgrounds and each ethnic group has its own distinctive cultural traditions and ways of life, the research findings showed that where everyone will learn about the diversity of cultures present in society, it is essential to successfully manage teaching and learning in English classrooms that meet the needs of many students. Findings can be used to the delivery of education for multicultural schools in order to support equity in education in line with the concept of multicultural education. This involves managing learner differences. The unique aspect of this study is the creation of a bilingual teaching model based on a multicultural education approach using ethnic languages and English, in terms of learners' English classroom proficiency that will affect academic achievement, and the significance of curriculum development teaching techniques using various techniques, that can assist learners in studying according to their individual language proficiency to achieve better academic achievement.

Development of Bilingual Education –A case study of a junior high school with a bilingual curriculum in Taipei City of Taiwan

<p>本研究旨在探討臺灣雙語教育政策的影響之下，雙語實驗學校如何透過雙語教師專業發展社群以及雙語教師增能來發展並培育雙語教學團隊。本研究以質性個案研究作為研究架構，以深入了解個案學校具體如何推行雙語教育，並以「沃土」雙語模式為分析架構探討影響國中階段推行雙語教育的因素，以及雙語教師專業發展社群與雙語教師增能如何影響校內推動雙語教育。研究結果發現，雙語教師增能幫助教師提升自我效能感並精進教師的雙語教學技巧，而在內容與管道上必須多元化並賦予更多彈性空間。此外，雙語教師專業發展社群協助雙語教師精進雙語教學，其組成需為本國籍英語教師搭配學科教師。最後，透過個案學校的經驗提出對於臺灣國中階段實施雙語教育之省思與建議，並作為臺灣推動雙語教育時之參考。</p> <p> </p><p>The purpose of this study is to explore how a bilingual teaching team is formed and cultivated through a professional bilingual teacher learning community and teacher professional growth. This study chose qualitative case study as its research framework to deeply understand how to implement bilingual education in junior high schools. It selected a bilingual experimental curriculum school in Taipei and analyzed the background and development of its bilingual education. This study used the “fertile” bilingual model as the analysis framework to explore those factors that could affect the implementation of bilingual education in junior high schools. The findings are as follows. First, bilingual teachers could benefit from attending teacher training programs, workshops, and related activities in the aspect of their self-efficacy and to increase their teaching strategies. Second, the contexts and accesses of bilingual teacher training should be verified, diversified and given more flexibility. Third, a bilingual teacher professional community provides a platform for maintaining bilingual teachers’ instruction strategies and cooperation between administrators and teachers. Fourth, the composition of the community should be local English teacher and bilingual subject teachers. Lastly, this study put forward some reflections and suggestions on the implementation of bilingual education in junior high schools in Taiwan and serves as a reference for Taiwan to promote bilingual education nationwide.</p> <p> </p>

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.

VIETNAMESE - EDE BILINGUAL EDUCATION IN PRIMARY SCHOOLS IN DAK LAK PROVINCE, VIETNAM

In Dak Lak, the Ede has the second largest population (after the Kinh). In the process of communication, the Ede language has a language contact relationship with Vietnamese. Therefore, the phenomenon of Vietnamese - Ede bilingualism is clearly shown in communication and the primary education program in the area. Based on an overview of theoretical issues on bilingualism, bilingual education, and the role of bilingual education, the article presents the current situation of Vietnamese - Ede bilingual education in some primary schools in the area. Dak Lak provinces, such as Vietnamese - Ede bilingual teachers; Students' attitudes towards learning Vietnamese - Ede bilingual; Conditions of Vietnamese - Ede bilingual education of teachers and students. From there, propose solutions to improve the quality of Vietnamese - Ede bilingual education, such as Strengthening the management of Vietnamese - Ede bilingual education; Improving teaching capacity for teachers; Renovating the content and teaching methods of bilingual Vietnamese - Ede; Examining and evaluating the results of Vietnamese - Ede bilingual students; Increase investment in facilities and equipment for Vietnamese - Ede bilingual teaching; Building a bilingual Vietnamese - Ede environment for family, school, and society.