Relevant bibliographies by topics / Bilingual teaching strategies

Academic literature on the topic 'Bilingual teaching strategies'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Bilingual teaching strategies"

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Bolarín Martínez, María José, Mónica Porto Currás, and María Lova Mellado. "The implementation of bilingual programs in primary education: teaching and evaluation strategies." Elia, no. 19 (2019): 207–34. http://dx.doi.org/10.12795/elia.mon.2019.i1.09.

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Bolarín Martínez, María José, Mónica Porto Currás, and María Lova Mellado. "The implementation of bilingual programs in primary education: teaching and evaluation strategies." Elia, no. 19 (2019): 207–34. http://dx.doi.org/10.12795/elia.mon.2019.i19.09.

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Li, Hua, Jiang Ping Zhao, Xing Run Zhong, and Qian Li. "Discussion and Practice on Teaching Design of the Bilingual Course for Engineering Specialty." Applied Mechanics and Materials 333-335 (July 2013): 2213–17. http://dx.doi.org/10.4028/www.scientific.net/amm.333-335.2213.

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In order to solve the bilingual course engineering professional requirements so that it can meet the professional knowledge and enhance language ability of the teaching goal, through by use of the introduction of anchored instruction strategies to the problem oriented design thinking of bilingual teaching, decomposed several teaching units. The bilingual teaching of safety management can take as an example, the concrete implementation including teaching preparation, teaching process, creating situation analysis, teaching the effect of assessment. We can introduced the concept of knowledge map to constructed the knowledge structure of teaching unit in safety management bilingual curriculum, which contribute to the formation of teacher-student interaction into a good situation during the bilingual teaching.
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Khair, Imamatul. "Realities and Impacts of Teaching Approach and Method in Bilingual Classroom in Indonesia." PAROLE: Journal of Linguistics and Education 12, no. 1 (April 30, 2022): 103–18. http://dx.doi.org/10.14710/parole.v12i1.103-118.

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Pedagogical approach and methods are prominent in students’ engagement in second language learning. Strategies and scaffolds are two other interconnected issues that matter in bilingual classrooms. This study crafted some findings of pedagogical practices performed by bilingual teachers which may fall into accommodating or dumbing down bilingual learners’ needs. It is an ethnographic study which used class observations as data to find the realities of practices that teachers used for English language learners at the Indonesian college level. It revealed how a teacher stood for a certain method and pedagogical approach to negotiate instructional strategies within a bilingual classroom. Further, this study picturized challenges, upsides, and downsides of using the approach and method in the bilingual classroom which needs further balance of two language acquisitions. This study implicates principles of second language teaching and learning and most importantly bilingual teaching resources are required to improve the effectiveness of bilingual teaching.
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Wang, Shu Hua. "ICT Competency Framework and Training Strategies." Applied Mechanics and Materials 380-384 (August 2013): 1977–81. http://dx.doi.org/10.4028/www.scientific.net/amm.380-384.1977.

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This paper intends to construct a competency framework for bilingual teachers in universities of China on the review of literature on this topic home and abroad. The author mentions the necessity of setting up an ICT competency standard and proposes an ICT competency framework for bilingual teachers; according to the status quo of teachers using ICT in teaching, suggestions are put forward on teacher training.
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Ye, Zhou. "The Study of the Teaching Models and Prospects of Bilingual Teaching in Local Universities of China - A Case Study of Leshan Normal University, Sichuan." English Language Teaching 9, no. 6 (May 10, 2016): 147. http://dx.doi.org/10.5539/elt.v9n6p147.

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<p>In present China, bilingual teaching, as an education model, can meet an urgent demand for increasing interdisciplinary talents who have high levels of professional knowledge as well as competent foreign language abilities to deal with the ever-increasing global social, economic, scientific and technological exchanges, and international cooperation. Bilingual teaching is now developing fast in many local universities in China. However, the result is far from satisfaction. Inappropriate teaching strategies, learning materials as well as insufficient qualified bilingual teachers bring about the students’ lack of learning motivation, and thus to hamper the development of bilingual teaching. It is hoped that this paper can enrich the knowledge of bilingual teaching in local universities of China and provide useful and valuable information for students and teachers who are interested in this field. At the same time, it also provides a useful guidance for the future bilingual teaching practitioners.</p>
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Cummins, Jim. "Rethinking pedagogical assumptions in Canadian French immersion programs." Journal of Immersion and Content-Based Language Education 2, no. 1 (March 7, 2014): 3–22. http://dx.doi.org/10.1075/jicb.2.1.01cum.

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Bilingual education and second language immersion programs have operated on the premise that the bilingual student’s two languages should be kept rigidly separate. This paper argues that although it is appropriate to maintain largely separate spaces for each language, it is also important to teach for transfer across languages. In other words, it is useful to explore bilingual instructional strategies for teaching emergent bilingual students rather than assuming that monolingual instructional strategies are inherently superior. The central rationale for integration across languages is that learning efficiencies can be achieved when teachers explicitly draw their pupils’ attention to similarities and differences between their languages and reinforce effective learning strategies in a coordinated way across languages. The paper explores the interplay between bilingual and monolingual instructional strategies within French immersion programs, and bilingual education more generally, and suggests concrete strategies for optimizing students’ bilingual and biliteracy development.
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Sclafani, Chris. "Strategies for Educators of Bilingual Students: A Critical Review of Literature." International Journal of Education and Literacy Studies 5, no. 2 (April 30, 2017): 1. http://dx.doi.org/10.7575/aiac.ijels.v.5n.2p.1.

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The education of bilingual students is a rather popular topic among educators in today's schools. Frequently, articles and research focus upon a singular phenomenon or strategy in this field. This literature review is aimed at providing teachers of students of all grade levels and ages with a guide containing prevalent theories and ideas related to providing high quality instruction to students with bilingual backgrounds. Educational practices such as translanguaging and the integration of biliteracy can assist students in using their native tongues along with the dominant language of their given settings. Additionally, the usage of cooperative groups and language buddies not only creates a sense of “fitting in” for new bilinguals, but also recognizes the ideology that young learners will learn the social aspects of a new language prior to learning the more academic and formalized version of speaking. Both new and experienced teachers would benefit from training that relates to these culturally responsive teaching strategies. There are also sections within this piece that promote the usage of community and parent outreach methods that aim to improve the school experience for all involved parties. The overarching goal of this literature review is providing teachers with a variety of literature connected to relevant theory and useful strategies that could potentially assist them in better understanding bilingual students, as well as enhance their overall knowledge base of this subject matter.
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Li, Wen Juan, Pei Xue Li, and Hai Min Mi. "On Web Applied Technology with NTP-Based Synchronous Interaction of Bilingual Teaching in Higher Education." Advanced Materials Research 859 (December 2013): 410–15. http://dx.doi.org/10.4028/www.scientific.net/amr.859.410.

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With the heavy use of web applied technology in higher education, the Network Teaching Platform or NTP, a positive result of applied technology, has served as a necessary supporting tool for distance learning. Teaching interaction as a bridge between teaching and learning contributes a lot to the success of NTP-based teaching and its occurrence depends on not only technological support but also the design of teaching strategies and methods. Given the particularity of bilingual teaching, the study focuses on NTP-based synchronous group discussion which is both an important form of teaching interaction and a vexed question in distance teaching. A series of teaching strategies are presented in terms of teaching principle, group division, topic design and role assignment of learners and teachers, so as to ensure the smooth functioning of web-based cooperative learning of bilingual teaching.
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Evans, Charlotte J., and Kelvin L. Seifert. "Fostering the Development of ESL/ASL Bilinguals." TESL Canada Journal 18, no. 1 (October 31, 2000): 01. http://dx.doi.org/10.18806/tesl.v18i1.896.

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This article provides a bilingual perspective about literacy development in deaf students and uses the bilingual perspective to recommend effective teaching strategies for this group of students with special needs. In the case of deaf students, however, the bilingualism is not between two oral languages, but between American Sign Language (ASU and written English. The analogy of Deaf education to bilingual education is imperfect, as the article shows, but nonetheless helpful in suggesting educational strategies. One difference from classic bilingual education is the difference in mode of the two languages, with ASL using a haptic mode (signing) and written English using a visual mode. Another difference is the nontraditional nature of Deaf communities. Although ASL communities certainly have histories and traditions, Deaf individuals rarely learn these from family ties or immersion in a kinship-based culture that "speaks" ASL. Despite these differences in language mode and cultural transmission, teaching deaf students benefits from many strategies usually associated with the teaching of second languages, including fostering motivation, developing self concepts, understanding language development, knowing elements of a student's first language, allowing judicious translation,focusing on comprehension rather than syntax, and incorporating cultural values and native speakers-signers as role models.
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Dissertations / Theses on the topic "Bilingual teaching strategies"

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Blum, Miriam Perez. "Using research based teaching strategies with bilingual students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2460.

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This project examines instructional approaches that have been used to teach literacy to the English language learner. It also examines elements of the Foundation for California Early Literacy Learning (2003) and how they become integrated into daily classroom instruction.
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Wang, Mian. "Motivational strategies in Chinese mother tongue teaching for simultaneous bilinguals." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32649.

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Given the perception that it lacks differentiated study for distinct linguistic varieties under the general discussion of mother tongue tuition, this study is devoted to the Chinese mother tongue education in Sweden. It aims to better understand the motivational issues in the Chinese mother tongue learning for Swedish-Chinese simultaneous bilinguals from the teachers’ perspective. Interview was chosen as the primary fieldwork method to solicit teachers’ understanding and experience on the subject. It is found out that the teachers experience motivation of target students as a multifaceted issue and their strategies stretch over a wide spectrum. The collected empirics are analyzed with the help of linguistic theories of the Chinese language and bilingualism, as well as motivational theories in language learning. It is concluded that the family plays a vital role in the development of bilingualism and that the multiplicity and the morphographic nature of the Chinese language impose extra challenge on Chinese mother tongue teachers and Swedish-Chinese simultaneous bilinguals, at the same time the current general curriculum for mother tongue teaching fails to provide sufficient and relevant guidance to Chinese mother tongue teaching.
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Bastian, Toni Marie. "Strategies for monolingual instructions to use when teaching reading comprehension to bilingual students." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1742.

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The major finding of this project is that through the use of multiple sign systems, monolingual teachers can support their bilingual students. These strategies employ the use of comprehensible input from the teacher, peer interaction, extended lanuage and activities for the students whose primary focus is to help the students make connections from the text to their own lives.
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Arellano, Socorro. "Using Project GLAD strategies in the teaching of literacy genres to second grade bilingual students." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2997.

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The project provides second grade teachers at the Perris Elementary School District with teaching approaches, tools, and strategies that have been proven to increase comprehension skills in English language learners (ELL) when teaching literary genres. Project GLAD (Guided Language Acquisition Design) offers an alternative curriculum to the scripted curriculum as required by the No Child Left Behind Act.
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Breton, Daniel. "Teaching Mathematics in English to Swedish Speaking Students : A systematic review of strategies for teaching mathematics to second language learners." Thesis, Högskolan Dalarna, Matematik/tillämpad matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21206.

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The Swedish government has authorised the teaching of mathematics in English to Swedish speaking students. Much of that teaching is performed by foreign trained native English speaking teachers lacking training in second language learners. This systematic review summarises international studies from the last ten years that deal with the teaching of mathematics to second language learners. The review shows that second language students working in a bilingual environment achieve higher rates of content and language knowledge than learners in a monolingual environment. This study also summarises some of the teacher practices that are effective for teaching mathematics in English to second language learners.
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Akcan, Sumru. "Effective teaching strategies for oral second language use in German and French first-grade immersion classrooms." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280142.

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This micro-ethnographic classroom-based case study explores analytic and experiential teaching strategies that lead to engaged student participation and increased learning opportunities in German and French first grade language arts and math classes. The data were collected from two successful public elementary immersion schools in Milwaukee where English-speaking children learn the school curriculum through a second language (German or French) starting from kindergarten. The data in this study were collected in a seven-month time period by using data collection methods such as field notes, audiotaping, videotaping, and interviews. The constant comparative method, based on grounded theory (Glaser & Strauss, 1967), and enumerative techniques were used for data analysis. The data have shown that the first grade immersion teachers used analytic and experiential teaching strategies in learning contexts in order to promote oral second language use and content learning in language arts and math classes. Analytic teaching strategies focus on specific features of the target language, such as syntactic structures, pronunciation, and vocabulary, whereas, experiential teaching strategies focused on the use of the target language in a meaningful and contextualized way. This study also suggests that teachers' learning and teaching philosophies are reflected in their actions and behaviors, and analytic and experiential teaching strategies are the reflections of the teachers' belief systems and their instructional practices. The knowledge gained from this study may form a solid background for pre-service and in-service teacher education programs by demonstrating the needs of immersion teachers, and also recognizing the challenges of immersion education.
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Mills, Charlene Frances. "Use of Language Learning Strategies by Proficient and Less Proficient Learners." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/5045.

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Recent research has found that the use of good language learning strategies can affect students' chances of gaining proficiency in a second language. The purpose of this study was to see if there is a relationship between strategy use and language learning proficiency. It sought to answer these questions: (1) Does a successful learner use different strategies on specific tasks than does a less successful learner? and (2) Will the successful learner use more metacognitive and affective strategies while doing tasks than will a less successful learner? For the first part of the study, 17 students in an ESL program at an urban university in the northwest were selected. Using the results from a self-report survey, the Strategy Inventory for Language Leaming (SILL), and the students' scores from standardized examinations, these students were divided into two groups, a proficient group and a less proficient group. For the second part of the study, two subjects from the first part (one proficient and one less proficient) were selected to participate in a Think-Aloud protocol as they completed three tasks. The objective was to see if these two students used different strategies as they completed specific tasks and if the proficient learner used more metacognitive and affective strategies that the less proficient learner. Mean scores were computed for the subjects on the first part of the study. Two-tailed probability tests were computed to determine if differences existed between the proficient and less proficient group. A significant difference was found between the two groups strategies from the memory strategy group. Analysis of the second part of the study revealed that the successful student used more of the appropriate strategies on two out of three of the tasks than did the less proficient learner and only slightly less of the appropriate strategy on the other task. The successful learner employed more metacognitive strategies on two out of three of the tasks and she used more of these strategies overall. The successful learner also used more affective strategies on all tasks. The practical benefit of the study is that student awareness of good strategy use, tailored to specific tasks could lead to improved second language acquisition.
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Lindberg, Jesper. "Educational Approaches & Strategies for ESL Teaching in Swedish Compulsory Schools." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43316.

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The aim of this study is to investigate what educational approaches and strategies that are used by five teachers of English as a second language (ESL) and how they differ between three different schools. This was done through reviewing literature about educational approaches and strategies in ESL and analyzing the responses from a questionnaire given to five teachers in grades seven to nine at three different schools. The results showed a wide usage of the following approaches and strategies: using computers, including drama and role-playing, watching films and TV programs in English, listening to radio, news, or songs in English, using code-switching, encouraging pupils to speak like native speakers, teaching about cultures where English is spoken, and promoting discussions and social interaction.   The results of this study showed that most of the differences exist between the individual teachers rather than between the schools, when it comes to the use of and attitudes towards these approaches and strategies. However, the two which differed the most, judging from the responses, were: using code-switching and encouraging pupils to speak like native speakers. In these two cases it was possible to see differences both between specific schools and teachers.
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Ozawa, Michiyo. "Japanese Students' Perception of Their Language Learning Strategies." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.

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Students' use of language learning strategies (LLSs) is affected by their educational backgrounds and academic requirements, and so are their attitudes toward language learning. This study investigates Japanese students' perception of their English LLSs in different language environments: Japan and the United States. A group of 43 Japanese students from Otemae College participated in a cultural study program at Portland State University. The group consisted of 28 students who studied for two terms (ST Group) and 15 students who studied for three terms (LT Group). In this study, a combination of a self-assessment questionnaire, dialogue journals, and a card-ranking activity was employed. The self-assessment questionnaire, SILL (Rebecca Oxford's Strategy Inventory for Language Learning), was administered at different times during the learning period for identification of students' English LLSs in Japan (Ll) and in the United States (L2). The SILL provided this study with quantitative data; whereas, dialogue journals and the card ranking activity supplied qualitative data that more insightfully indicated students' perception of language learning, learning experiences, and insight into the students themselves. Dialogue journals allowed students to record their positive and negative experiences in the L2 related to language learning, emotions, concerns, problems, and questions. The students' LLSs increased in frequency and variety of use when the language environment changed from the Ll to the L2. The LLSs of the LT Group continued to improve during an additional term in the L2. Conversely, the LLS use by the ST Group regressed after only four months back in the Ll (except Affective and Social Strategies). The results of the SILL indicated direct strategies were adjusted according to English learning experience in a different learning environment. Three administrations of the SILL, dialogue journals, and the card ranking activity gave students opportunities to review the process of their English learning. This process functioned in raising students' awareness of language learning from cognitive, psychological, social, and cultural perspectives. Such conceptual development of metalinguistic awareness of the language and culture helped the students recognize their language learning experiences in the L2 as the process of human development.
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Kalenandi, Minerva E. Renee. "Language Learning Strategies of Russian-Speaking Adult ESL Learners." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4766.

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In the ESL classroom, there are often cultural differences between learners and teachers. Sometimes these differences can lead to misunderstandings or even conflict. One area where differences between cultures can be seen is language learning strategies and styles. This study explores the possibility that awareness of differences, explicit teaching, and negotiation may help to resolve differences. This study looks at differences between Russian-speaking adult ESL learners and American ESL teachers, with respect to strategy use and preferences. Three aspects are investigated. The first is to see whether there are statistically significant differences ~tween these groups of learners and teachers. The second is to try to form a loose profile of the learners as a cultural group. The third is to see whether or not there is evidence to suggest the validity of explicit teaching of strategies in the ESL classroom. The Strategy Inventory for Language Learners (SIIL), developed by Rebecca Oxford, is one way to assess differences ~tween learners and teachers. A survey including the SIIL and a questionnaire was given to ninety-four subjects. Forty-seven are Russian-speaking adult ESL learners and forty-seven are American-English-speaking ESL teachers or potential ESL teachers taken from a TESOL program. The results of the survey show that, in this case, there are statistically significant differences in preferences for and use of several sets of strategies. A preliminary cultural profile is derived from the SILL results and from anecdotal evidence gathered from the questionnaire. There is some evidence that the explicit teaching of language learning strategies and their use may help resolve some of the classroom conflicts between the two groups studied.
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Books on the topic "Bilingual teaching strategies"

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Passe, Angèle Sancho. Dual-language learners: Strategies for teaching English. St. Paul, MN: Redleaf Press, 2012.

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Joinfostering: Adapting teaching strategies for the multilingual classrooms. New York: Merrill, 1993.

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Thumb, Jenny. Dictionary look-up strategies and the bilingualised learner's dictionary: A think-aloud study. Tübingen: M. Niemeyer, 2004.

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120 content strategies for English language learners: Teaching for academic success in secondary school. 2nd ed. New Jersey: Pearson, 2012.

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Short, Deborah. Integrating language and content instruction: Strategies and techniques. Washington, DC (1118 22nd St., NW, Washington 20037): National Clearinghouse for Bilingual Education, 1991.

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102 content strategies for English language learners: Teaching for academic success in grades 3-12. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall, 2008.

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1974-, Hull-Sypnieski Katie, ed. The ESL/ELL teacher's survival guide: Ready-to-use strategies, tools, and activities for teaching English language learners of all levels. San Francisco: Jossey-Bass, 2012.

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Joinfostering : Adapting Teaching Strategies for the Multilingual Classrooms. Maxwell Macmillan Canada, Incorporated, 1992.

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Reiss, Jodi. 102 Content Strategies for English Language Learners: Teaching for Academic Success in Grades 3-12 (Teaching Strategies Series). Prentice Hall, 2006.

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Reiss, Jodi. 102 Content Strategies for English Language Learners: Teaching for Academic Success in Grades 3-12 (Teaching Strategies Series). Prentice Hall, 2006.

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Book chapters on the topic "Bilingual teaching strategies"

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Freihofner, Ulla, Chris Campbell, and Simone Smala. "Digital Tool Use and Self-Regulated Strategies in a Bilingual Online Learning Environment." In Digital Technologies: Sustainable Innovations for Improving Teaching and Learning, 131–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73417-0_8.

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Prediger, Susanne, Philip Clarkson, and Arindam Boses. "Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions." In New ICMI Study Series, 193–215. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-14511-2_11.

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Shiyue, Chen. "The Strategic Significance of Bilingual Teaching in Higher Education Reform and Development in China." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 265–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_34.

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Ramírez-Verdugo, M. Dolores, and Linda Gerena. "Bilingual Education From Learner Perspectives." In Advances in Educational Technologies and Instructional Design, 408–26. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2588-3.ch017.

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The European Commission call to promote early foreign language learning among citizens in member states has led to a major paradigm shift in national and regional educational systems across Europe. The most extended option to make this shift effective has been applying bilingual education models which involve teaching academic subjects in foreign languages. Among those models, the so-called content and language integrated learning (CLIL) approach has been largely implemented in several countries and regions such as Madrid. This chapter gauges students' attitudes, perceptions, and beliefs on bilingual educational programs in Madrid. The findings revealed important issues related to curricular content, methodology and strategies, challenges, and successes of bilingual programs as perceived by students.
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Ramírez-Verdugo, M. Dolores, and Linda Gerena. "Bilingual Education From Learner Perspectives." In Research Anthology on Bilingual and Multilingual Education, 1069–88. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch053.

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The European Commission call to promote early foreign language learning among citizens in member states has led to a major paradigm shift in national and regional educational systems across Europe. The most extended option to make this shift effective has been applying bilingual education models which involve teaching academic subjects in foreign languages. Among those models, the so-called content and language integrated learning (CLIL) approach has been largely implemented in several countries and regions such as Madrid. This chapter gauges students' attitudes, perceptions, and beliefs on bilingual educational programs in Madrid. The findings revealed important issues related to curricular content, methodology and strategies, challenges, and successes of bilingual programs as perceived by students.
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Fredricks, Daisy E., and Megan Madigan Peercy. "Multilingual Youth Perspectives on Humanizing Core Practices." In Research Anthology on Bilingual and Multilingual Education, 1285–306. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch065.

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In this chapter, the authors draw upon the teaching practices multilingual youth identified as important to their learning in the classroom, to add to the field's understanding of core practices for teaching multilingual learners. This qualitative study highlights various strategies that secondary immigrant multilingual youth recommend teachers use when supporting learning in the classroom, some that bolster the existing research base on learning English as an additional language, and others that were relatively new contributions based on youth perspectives. A close examination of the multilingual youth perspectives and experiences has implications for creating and sustaining humanizing and equitable pedagogical practices in the classroom.
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Soto, Lorena Isabel, Angelina Cáceres, and Miquéias Rodrigues. "Meeting the Needs of All Learners." In Bilingual Special Education for the 21st Century, 263–91. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9043-0.ch010.

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It is important for teachers to have at their disposal teaching methodologies that embrace all the students who become part of a class. Chilean undergraduate students of English pedagogy programs do not necessarily possess these requisites which are mandatory due to the current laws that go in favour of students with special educational needs. From this basis, the English pedagogy program at Universidad Mayor has designed a program to fulfil this need, meet national standards, and ensure access to fair and dignified education with opportunities for each student. This chapter offers a detailed description of the process, from design to implementation, to the assessment of a course meant to provide pre-service teachers with the knowledge and teaching strategies for the inclusion of school children with special educational needs commonly present in Chilean classrooms.
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Alawdat, Maha. "Multilingual Writing in Digital World." In Research Anthology on Bilingual and Multilingual Education, 969–86. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3690-5.ch048.

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This chapter examines teachers' practices and strategies while using digital tools for writing. The chapter argues that when teachers use digital writing, they need to change their teaching strategies in order to ease their students' writing tasks. It also highlights the purposes of integrating digital tools for the writing classes and the challenges they face while adapting digital writing. The data are collected from teachers who work at schools, colleges, and universities, through a survey generated by Google forms. The findings show that integrating suitable digital tools requires mastering the use of technologies by supporting teachers' digital literacy skills before integrating them into classes to overcome any emerging challenges. This is to reinforce students to improve their writing levels. The chapter suggests more extended studies to examine students' attitudes and experiences with using digital tools and the impact of coronavirus pandemic on education.
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Schmidt, Raquel Rezàra. "Mindful Student, Masterful Student." In Bilingual Special Education for the 21st Century, 205–24. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9043-0.ch008.

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Educators have long understood that in order to engage with academic content, students' mental and emotional fitness are prerequisites to active learning. Unfortunately, many students come to school lacking basic skills in how to form healthy relationships, exhibit empathy, and practice self-care. Approaches grounded in social emotional learning (SEL) are focused on teaching these important social skills, with the goal of enhancing overall student success. One approach that has been increasing in popularity is known as mindfulness. This chapter will provide an overview of mindfulness programs implemented in the schools, strategies for use in the classroom, and examine several different programs actively in place across the country, specifically with ELLs and ELLs with disabilities.
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Chan, Yanis Yin Lam, and Cristina Díaz Martín. "Raising Children in Cantonese, English, and Putonghua (Mandarin Chinese) Within Non-Trilingual Families." In International Perspectives on Modern Developments in Early Childhood Education, 137–52. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2503-6.ch008.

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This chapter explores trilingual teaching in Hong Kong, a city where the ‘trilingual and biliterate' policy was officially enacted for more than two decades. A brief introduction of Hong Kong's language climate was illustrated to provide a clearer idea why trilingualism is a significant topic that should be explored. The two purposes of this study are to understand more about how non-trilingual parents raise their trilingual children and to compare the findings between families of different socioeconomic and cultural background. Case studies were conducted with four families: two bilingual local families, one bilingual family from mainland China, and one monolingual family from Nepal. The work provides viewpoints regarding the motivation, attitude, expectations, and strategies of these four families in raising trilingual children in Hong Kong.
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Conference papers on the topic "Bilingual teaching strategies"

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Wang, ShouHua. "Problems and Strategies of Bilingual Teaching for Analog Electronic Technology." In International Conference on Education, Management and Information Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemit-15.2015.75.

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Kong, Lizhi, and Suolan Liu. "A Study on Current Situation and Development Strategies on Bilingual Teaching." In 8th International Conference on Education, Management, Information and Management Society (EMIM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emim-18.2018.38.

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Liu, Xiuling. "Major Problems and Implementation Strategies of Early Immersion Bilingual Teaching of Children English." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.108.

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"Strategies on the Construction of Language and Cultural Environment for Bilingual Teaching in Higher Vocational Colleges." In 2018 4th International Conference on Education & Training, Management and Humanities Science. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/etmhs.2018.29011.

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Tang, Shifang. "Bilingual Teachers' Application of Cooperative/Collaborative/Peer-Tutoring Strategies in Teaching CALP in a Randomized Control Study." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442610.

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Tahtamouni, Suha Fayed, Shinda Mohammad, Lina Said Zukari, Momena Khader Tayeh, and Hissa Sadiq. "The effect of teaching science and mathematics in Arabic on the level of students' performance in Qatari schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0269.

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The interest in education is the cornerstone of the civilized growth of the State of Qatar, because of its great impact on preparing the human resources that the nation needs for its progress in various fields, in order to achieve the Qatar National Vision 2030. In 2003, the State of Qatar launched an ambitious initiative to develop public education known as “Education for a New Era”. A bilingual system that started with teaching Math and Science subjects, so that both Arabic and English are used in the educational process, followed by a decision to teach the two subjects in Arabic in all government schools. Therefore, this research aims to focus on the performance in government schools in the country, which shows the rates of student achievement in specific educational stages and in specific subjects, where the improvement of achievement in government school students in basic subjects (Arabic, English, Mathematics and Science) in the three educational stages, is considered to be one of the objectives of the Ministry of Education and Higher Education to realize the Qatar National Vision 2030, and accordingly the Ministry of Education and Higher Education sets and develops many strategies, procedures and decisions with the aim of achieving this goal.
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Liu, Shiyang. "RESEARCH ON THE FORMATION OF TRANSLATORS’ COMPETENCE IN UNIVERSITIES FROM THE PERSPECTIVE OF KNOWLEDGE MANAGEMENT." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end100.

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"This research intends to analyze the formation of translators’ competence in universities from the perspective of knowledge management in the information age. This article follows the translation competence model formulated by PACTE (2003), which is consisted of five sub-competences: the bilingual sub-competence, extra-linguistic sub-competence, knowledge about translation sub-competence, instrumental sub-competence, strategic sub-competence. In order to develop the five translators’ sub-competences, this research formulates the teaching model of knowledge management for translators’, which includes the curriculum design, and the six rudimentary phases of personal knowledge management (search, identification and acquisition of information, and organization, application and optimization of the knowledge). We carry out an empirical research of the knowledge management teaching mode in translating class. From the students’ practice results and surveys, we evaluate its' results in the formation of translators’ competences."
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Alvarez, Fernando J. "Project Learn in English: A CLIL experience at the Faculty of Science of the University of Extremadura." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5656.

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The internacionalization of european higher education is one of the guiding pillars of the Bologna Declaration, that aims to promote intra European student mobility and cooperation. Although different activities are needed to stimulate this mobility, Content and Language Integrated Learning (CLIL) has become one of most important ones, since students learn a new language through content that they consider relevant for their future. Inspired by this idea, the Spanish University of Extremadura (UEx) has developed a strategic plan for the period 2014-2018 explicitly embracing bilingual teaching as one of the main actions to ensure the integrity, innovation and quality of its teaching. This action has recently materialized into the project “Learn in English” that promotes the design of courses completely taught in English in different centres of this University. This work describes the particularities and results of this project in the Faculty of Science of the UEx, where three different degrees have been involved: Physics, Chemistry and Chemical Engineering.
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Reports on the topic "Bilingual teaching strategies"

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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Lavadenz, Magaly. Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students. Center for Equity for English Learners, 2003. http://dx.doi.org/10.15365/ceel.article.2003.1.

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This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.
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