Practice Of Bilingual Teaching Research Articles

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

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

Design and Application of English-Chinese Bilingual Teaching Model Based on Multimodal Learning

In the globalized landscape of education, the demand for effective bilingual teaching models has become increasingly prominent, particularly in English and Chinese instruction. this study introduces the Bilingual Teaching Random Conditional Field (BTRCF) as a novel approach to designing and implementing an English-Chinese Bilingual Teaching Model based on Multimodal Learning. The principles of multimodal learning, which integrates various modes of communication such as visual, auditory, and kinaesthetic, the BTRCF model aims to provide students with a comprehensive and immersive language learning experience. The BTRCF model capitalizes on the complementary strengths of both English and Chinese languages, aiming to cultivate bilingual proficiency while fostering cross-cultural understanding among students. By incorporating elements from each language and leveraging multimodal learning strategies, the BTRCF model provides students with a comprehensive language learning experience that extends beyond mere linguistic proficiency to encompass cultural appreciation and intercultural competence. By capitalizing on the complementary strengths of both languages, this model seeks to foster bilingual proficiency while promoting cross-cultural understanding among students. with the BTRCF model have shown promising results, with an average increase of 25% in students' bilingual proficiency scores compared to traditional teaching methods. Additionally, qualitative assessments reveal high levels of student engagement and satisfaction with the multimodal learning approach employed by the BTRCF model, indicating its potential to revolutionize bilingual education practices.

Investigating the Impact of Bilingual Education on Cross-Cultural Competence: A Case Study of a Prominent International School in Shenzhen, China

This article focuses on the impact of bilingual education on students' language proficiency and cross-cultural understanding, utilizing a case study of a prominent international school in Shenzhen, China. The research objective is to explore the bilingual education program and cross-cultural activities implemented at the school, evaluating their impact on students' language proficiency and cross-cultural understanding. Methodologically, the study involves collecting data through surveys and interviews with students, teachers, and school administrators, analyzing the data using qualitative research techniques, and comparing the results with those of previous studies. The findings reveal that the bilingual education program and cross-cultural activities have had a positive impact on the students' language proficiency and cross-cultural understanding, particularly for students with lower initial proficiency. Additionally, the study contributes to the body of knowledge by providing insights into effective bilingual education practices and cross-cultural programming that can be implemented in other international schools with similar student populations.

A preliminary study on the theory and practice of basic bilingual teaching of information technology in universities

A preliminary study on the theory and practice of basic bilingual teaching of information technology in universities

Developing English Language Competence through Content and Language Integrated Learning Approaches: Teachers’ Perceptions of the Teaching Practice at the Bilingual Christian University of Congo

Purpose: This study gives an authentic sense to the use of CLIL as teachers experience it at UCBC. The central goal of the study is to describe the experience of permanent, visiting, international and ESOL teachers about the use of CLIL techniques in the process of developing UCBC students’ English competences. The study puts much focus on teachers’ perceptions on their professional development experiences on CLIL pedagogy in their teaching career.
 Methodology: The paradigm in which this study is situated is interpretivist and it used a qualitative study design. In fact, the study employed the descriptive approach to explore the perception of ESOL and content teachers regarding CLIL as a teaching technique at UCBC. Also, the descriptive approach helped in understanding how teachers are applying the CLIL technique and how they are adjusting themselves to the bilingual education practice.
 Findings: The result of the study showed that (1) teachers did not view themselves as language teachers; they did not know how they could design language objectives in order to incorporate the language items in their English content courses, (2) teachers did not understand how bilingual education pedagogy worked. Many of them did not know academic English and those who did, did not use English to teach their content courses, (3) teachers were prepared for the use of CLIL Pedagogy, but they were reluctant to implement it, (4) UCBC had no accountability policy related to using English to teach content. No one held them accountable for their students’ content learning or language development, (5) teachers did not own the CLIL pedagogy and thought the development of students' English is the work of the English art department alone.
 Unique Contribution to Theory, Policy and Practice: The findings will put all the bilingual education stakeholders before their responsibility in the process of making UCBC a true and excellent bilingual academic institution. The authors recommended that UCBC content teachers be provided with a robust bilingual education training and a robust accountability policy. Also, department chairs should implement different decisions taken out of professional development sessions, and they should implement the bilingual education plan already put in place by the bilingual education coaches. Furthermore, UCBC bilingual education program should have strong and achievable outcomes/goals, and/or objectives for each department, and for each class including first undergraduate through fourth.

Билингвальное образование в Татарстане

The relevance of the problem of bilingual education in Tatarstan is explained by the lack of anthropological methods, techniques, means of mastering a second language in the practice of teaching, the lack of analysis of anthropological reasons for the negative development of bilingualism towards a mixed type. The paper sets out to substantiate the anthropological conditions for the development of bilingual education aimed at fluency in two state languages. The methods of anthropological analysis and anthropological teaching of a second language became main research methods. These methods included personal, empathic, reflexive, unconscious, the method of the communicative core, synergistic, nature-like, attractive, text-centric, etc. With the help of these methods, the main types of linguistic personality were established - coordinative, subordinative, mixed; the reasons for the dominance of the mixed and subordinative ones were determined; anthropological attitudes are substantiated, the implementation of which makes it possible to ensure the development of a linguistic personality from a mixed type to a subordinate one and from a subordinate one to a coordinative one. As a result of the study, it was proved that the formation of a linguistic personality of a coordinative type should be associated with transposition (that is, with reliance on the patterns of the native language), with the prevention and overcoming of linguistic interference, with the implementation of anthropological attitudes in the trajectory of movement from mixed bilingualism to subordinative and from subordinative to coordinative. The novelty of the study lies in the implementation of anthropological attitudes in the process of developing the language personality of students, in obtaining data on the dominant types of language personality and the dynamics of their development in Tatarstan. The practical significance of the study lies in the fact that the material accumulated in the process of pedagogical experiments can be transformed into didactic and widely used in the practice of bilingual education.

Reflection on contemporary bilingual education in Chinese higher education with historical perspective

This paper reflects on the contemporary bilingual education in Chinese higher education, referring to the innovative bilingual teaching practices starting from the late Qing Dynasty. With the purposes of voicing for China and learning western sciences, bilingual programs were adopted in the first few original higher education institutes. These experiences leave us deliberation and speculation on the recurrent imbalance of native and foreign languages and cultures, and on future direction to research into bilingual education in universities to enhance the cultivation of internationalized talents and the internationalization of the country.

Bilingvalno obrazovanje i vaspitanje na školskom i predškolskom nivou u Srbiji i u svetu

This paper, first of all, gives an overview of theoretical-pedagogical and other assumptions on teaching in school and preschool bilingual education. It gives an overview of some of the currently applied didactic-methodological, curricular and other solutions of this kind in countries where the practice of bilingual education has recently come to life, includ- ing Serbia, where it is practiced today in numerous state or private kindergartens and schools, especially in larger towns, i.e. in environments where it is easier to find educators who speak foreign languages. Some important requirements for educators and teachers regarding their language competencies that qualify them for educational work in one of the foreign languages are considered, such as competence in both certain subject and the foreign language in which it will be taught, the skill in terms of cooperation between the subject teacher and foreign lan- guage teacher, etc. Also, empirical indicators on the efficiency of bilingual teaching in foreign and domestic practice are discussed, such as research projects on the effectiveness of bilingual teaching in the world that have been aimed at determining how much it has contributed to the level of development of student competencies, with most of such research being conducted in Canada, Finland and Germany. Some of the benefits of bilingual education include better results of bilingual students when compared to non-bilingual peers in all language skills (speaking, lis- tening, reading and writing in English, French and German), higher motivation levels, a richer lexical fund, more skills of knowledge transfer, language spontaneity, intercultural awareness, cognitive flexibility and creativity, etc. However, it has been concluded that, given that there are not many dilemmas of a scientific-theoretical nature regarding the earlier inclusion of preschool children and students in various forms of institutional bilingual education, it is unsustainable that bilingual education is still an educational novelty in Serbia, and that, judging by the insignificant number of preschool institutions and schools in Serbia committed to bilingual education, this problem is still not given enough attention. Therefore, it would be useful, at least at the optional level, to offer university students foreign language teaching programs that would functionally train them for this type of teaching.

The Origin and Development of Translanguaging and Its Implications for Foreign Language Pedagogy

Translanguaging has been a heated topic in applied linguistics and foreign language pedagogy in recent years. It was put forward by Cen Williams as a bilingual teaching practice, and then it was gradually developed by other scholars. This thesis will introduce the origin and development of the theory translanguaging, previous studies of translanguaging and its implications for foreign language pedagogy. Although translanguaging has been applied into the teaching practice abroad, its application and ways of practicing still need to be improved so as to better adapt to the domestic teaching environment.

Instructor practices and espoused beliefs about bilingual courses: the case of a Colombian university

ABSTRACT Recent studies show that English as the medium of instruction seems impractical and ineffective in countries where English is the second or foreign language. The situation becomes even more complicated because of students’ resistance to an English-only format. In response to this, universities around the world also offer first language-English bilingual courses. Although bilingual courses are a legitimate opportunity to achieve internationalization, very little is known about bilingual teaching practices (BTPs) and the instructors’ espoused beliefs about this type of practice. In this cross-sectional study, the twenty-eight-item questionnaire created by Archila and Truscott de Mejía (2020a) was adapted to explore the practices and espoused beliefs of three hundred eleven instructors from twelve schools at a Colombian university. Findings indicate that instructors used to include some BTPs in their courses. Nonetheless, there was evidence that they needed more preparation and support for the creation, implementation, and assessment of this type of practice. Most importantly, our results support the claim that bi/multilingual higher education policies should respond to the nature of each discipline. Relevant policy implications are discussed in light of the call of some authors to move towards university first language-English bilingual courses.

Research and Practice on the Construction of Bilingual Teaching Mode of Automobile Major in Higher Vocational Education

The implementation of bilingual teaching in automotive majors in higher vocational colleges is not only to meet the needs of the development trend of the automotive industry, but also to meet the needs of vocational students to enter professional positions after graduation. However, in the specific teaching process, all vocational colleges are faced with this is due to the lack of bilingual teachers in automotive majors, poor English foundation for vocational automotive students, poor English learning ability, and lack of bilingual teaching materials for automotive majors. How to construct a reasonable bilingual teaching model has become an important topic for automotive teachers in higher vocational colleges. This article selects foreign original textbooks and self-compiled bilingual teaching textbooks, increases online and offline training, improves professional teachers, and tries various bilingualism The teaching mode explores the path of bilingual teaching practice in the automotive major of higher vocational colleges, and aims to promote the training process of international talents in the automotive major of higher vocational education.

A Systematic Literature Synthesis of 19 Years of Bilingual Education in Chinese Higher Education: Where Does the Academic Discourse Stand?

In this three-phase, systematic review, we comprehensively synthesize research on bilingual education in higher education institutions over a 19-year period, starting from the initiation of this top-down educational provision across mainland China. In this context, although English has no official status, it is highly regarded and widely used as a medium of instruction alongside Chinese. We critically examine studies ( n = 1,632) published in both English and Chinese outlets on academic discourse that deliberate on what was studied, how it was studied, and what the publication trend was. We argue that scholarly attention should continue to revolve around the benefits of bilingual programs, due to the lack of rigorous empirical evidence that attests to the effectiveness of bilingual education in Chinese higher education. Our review echoes similar research syntheses conducted in Europe and worldwide and is, therefore, expected to shed light on the policy implications and the practice of bilingual education in higher education on a global scale. Recommendations for future research are provided.

Integrating Curriculum Ideology and Politics into International Economic Cooperation Course for Cultivating International Inter-disciplinary Talents

On the background of China’s Belt and Road Initiative and regional economic cooperation model dominated by China, the research on integrating Curriculum Ideology and Politics into International Economic Cooperation course for cultivating international inter-disciplinary talents is meaningful and promising. The objective of this research is to explore the talent training mode with Chinese characteristics and Curriculum Ideology and Politics, from the aspect of Chinese-English bilingual teaching goals, Chinese-English bilingual teaching patterns, Chinese-English bilingual teaching materials, and Chinese-English bilingual teaching practices. The incorporation of Curriculum Ideology and Politics into guided teaching methods for English-Chinese bilingual teaching represents educational innovation. Using international advanced teaching strategies, the method of this research covers incorporation of Curriculum Ideology and Politics into guided teaching methods for English-Chinese bilingual teaching, incorporation of Curriculum Ideology and Politics into experiential teaching methods for Chinese–English bilingual teaching, and incorporation of Curriculum Ideology and Politics into transformational teaching methods for Chinese–English bilingual teaching. The conclusion is that the combination of Curriculum Ideology and Politics and bilingual teaching in the course on International Economic Cooperation allows higher education bilingual teaching directions in Chinese contexts to be explored. Furthermore, bilingual teaching strategies provide strong support to international talent development and positively promote the internationalization of talent. Follow-up or future work on this topic should mainly focus on the development and application of curriculum ideological and political teaching in other courses for the specific corresponding personnel training objectives.

Research on Bilingual Teaching Practice of Computer Basic Course

This paper discusses how to enhance the ability of students to master the professional knowledge of basic computer courses and the second foreign language media knowledge through bilingual teaching, analyzes how to improve the students’ knowledge level and foreign language ability in the process of bilingual teaching of basic computer courses, and balances the relationship between the teaching of professional knowledge and the improvement of foreign language level. The teaching practice shows that the bilingual teaching method can improve students’ academic performance to a certain extent.

Educación bilingüe (español-inglés) en tres instituciones educativas públicas del Quindío, Colombia: estudio de caso

Esta investigación cualitativa describe la educación bilingüe en tres instituciones educativas públicas (IE) del Quindío, Colombia. Las fuentes de recolección de datos fueron: (1) Entrevista semiestructurada, (2) Análisis documental y (3) Observación. Los resultados indicaron lo siguiente: Las categorías Políticas institucionales de educación bilingüe, Prácticas de educación bilingüe, Prácticas interculturales y Modelo pedagógico convencional mostraron la necesidad de replantear el modelo pedagógico. La categoría Formación docente indicó que las actividades de formación docente tenían como sustento el modelo de entrenamiento del docente. La categoría Desarrollo de competencias en inglés mostró una relación directa con las categorías Políticas institucionales de educación bilingüe y Prácticas de educación bilingüe, dado que los conceptos de bilingüismo y competencia comunicativa bilingüe fueron reducidos al concepto de competencia alcanzada en inglés. La categoría Enseñanza mediada por las TIC indicó la integración de las TIC en la formación bilingüe en las tres IE. La categoría Recursos para el desarrollo bilingüe reveló que los docentes de las tres IE estaban formados en aspectos generales del ejercicio de la docencia. Se concluyó recomendar, a las tres IE, el tránsito de la educación bilingüe y bicultural hacia la educación bilingüe intercultural crítica e, igualmente, promocionar el desarrollo docente en pedagogía de la educación bilingüe e intercultural.

Sacred language acquisition in superdiverse contexts

This article presents and discusses data which reveal the multilingual contexts of contemporary UK mosque schools offering Muslim children liturgical (Qur’anic) literacy acquisition. It contrasts significantly with data collected twenty years earlier from broadly similar contexts. That data, gathered in the years 1998–2001, suggested relatively stable but complex patterns of language use including codeswitching, reading as decoding, memorisation and localised di/triglossia involving both prestigious and vernacular community languages, a sacred language (Classical Arabic) and a majority language, English. Nearly two decades later, findings from similar UK contexts present quite different linguistic profiles with less stable and much greater linguistic diversity, the more widespread—in some cases, the dominant—use of English, and the ever-increasing publication and use of English language and bilingual teaching resources and practices. This article attempts to bring research into liturgical literacy practices in such settings up to date by sharing data drawn from a range of sources gathered recently across a range of mosque schools in a northern city in England.

Bilingual Teaching Practices in University Science Courses: How Do Biology and Microbiology Students Perceive Them?

ABSTRACT Internationalization of university curricula is the main reason why the number of bilingual teaching practices (BTPs) in university courses is on the rise around the world. This article reports the perceptions of this type of practice from 70 science students (43 females and 27 males, 17–24 years old) from a Colombian university. A questionnaire was designed, adapted and applied specifically for this investigation. Three major findings were arrived at: (a) a significant percentage of participants perceived that “readings in English” is the most common BTP assigned by their Biology and/or Microbiology course professors. However, a high number of participants perceived that “lectures conducted in English,” “written tasks,” and “oral presentations” in English were not very common in their Biology and/or Microbiology courses. (b) An “Online translator” (e.g., Google Translate™) is the most common bilingual science study technique (BSST) used by participants, and (c) the majority of participants perceived that the English language plays a key role in the professional development of biologists and microbiologists. Educational implications are discussed.

Bilingual Education In Indonesia: Between Idealism and the Reality

Today English plays an important role in the development of education. In response to advances and develops the education in this globalization era, English bridges communication among people around the world. The ability to communicate in English becomes crucial. The development in education as an impact of globalization significantly influence the process of teaching and learning concept. Bilingual education becomes necessary, it can stimulate the cognitive ability especially on cognitive function, it can also motivate the bilingual program. Education as a conscious effort to build and develop the quality of human resources and one popular education system promote bilingual education becomes a choice by parents. Using bilingual education become popular and be needed. Indonesian educational policies see this phenomenon as a new modern solution to be practiced in Indonesia's education system for many years. For these reasons, the purpose of writing this library research article paper is to elaborate and give understanding about bilingual eduacation in Indonesia for certain time. The article start with the differences between bilingual and bilingualism, the relation of the bilingual process with executive function, the practice of bilingual education in Indonesia compared by the national standardized school, the challenges and solutions concerning the policy and practices in language teaching and learning focused on bilingual education in Indonesia. The present article employ a descriptive qualitative approach from reputable references which is relevant to the topics.

The Transfer of Primary and Secondary School Bilingual Teaching Practices to the Multilingual College Classroom

This short-form article discusses how college students can learn languages in the same way that K-12 students do and points out how teaching practices employed in K-12 classrooms that aid in bringing students from monolingualism to bilingualism can also be useful for college students as they become trilingual. Referring to theories presented at the 2019 National Association of Bilingual Education conference, and based on theories and practices of multilingual education at the college and university level, this article offers three necessary components in both the bilingual education of young students and the trilingual education of adult students: a firm academic grasp of the spoken and written first language and subsequent language(s), the instructor-guided comparative and contrastive analysis of the multiple languages, and the application of the conclusions drawn during the comparative and contrastive analysis in the independent production of the target language. Emphasis is placed on valuing -rather than debasing- students' prior linguistic knowledge and on approaching mastery of first and subsequent languages as an advantage that aids in the acquisition of the new language, rather than as an obstacle to be overcome.

Tibetan bilingual education in Qinghai: government policy vs family language practice

ABSTRACTThis paper explores the intersection between government bilingual education policy in schools for Tibetan students and family language practices at home and looks at the implications of such practices. Summaries of empirical data and critical analysis are reported from Qinghai in China. A field study was conducted in Tibetan areas in Qinghai between 2013 and 2016. This fieldwork included school visits, observation and interviews undertaken with teachers, principals and parents. This paper draws from findings based on interviews with Tibetan parents. The results of this research provide insights into the links between bilingual education programs and family members’ decision-making processes. A major conclusion is that there are conflicts between top-down government language policies and bottom-up family language practice. These conflicts arise as Government policies discount the crucial support system parents provide for children's language learning at home and bilingual education programs in schools. Additionally, socio-economic and educational factors outside the scope of Government Language Education policies may have a significant influence on bilingual education practices, multilingual achievement and the career success of the younger generation of Tibetans.