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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Anggiarima, Pritha. "TEACHING SCIENCE USING ENGLISH DONE BY PRIMARY SCHOOL TEACHERS IN MALANG." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 6, no. 1 (June 28, 2019): 51–57. http://dx.doi.org/10.22219/celtic.v6i1.8753.
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English as a Medium of Instruction (EMI) is relied by many teachers to achieve bilingual education goals. The purpose of teaching any other subjects in English is to prepare the students to learn from the firsthand sourcewhen later they pursue higher education. However, there are some challenges when it comes to the practice in young learners. This paper discusses the strategies and problems faced by science teachers in bilingual primary schools in Malang. A questionnaire was distributed to all science teachers who were delivering their lesson in English to determine their educational background, strategies, experiences, and obstacles when they were teaching Science using English. The researcher also asked them about the textbook they used and the students’ average score in Science. As a result, it can be analyzed how successful the teaching of Science using English in bilingual primary schools in Malang.
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Anggiarima, Pritha. "TEACHING SCIENCE USING ENGLISH DONE BY PRIMARY SCHOOL TEACHERS IN MALANG." A Journal of Culture English Language Teaching Literature & Linguistics 6, no. 1 (June 28, 2019): 51. http://dx.doi.org/10.22219/celticumm.vol6.no1.51-57.
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English as a Medium of Instruction (EMI) is relied by many teachers to achieve bilingual education goals. The purpose of teaching any other subjects in English is to prepare the students to learn from the firsthand sourcewhen later they pursue higher education. However, there are some challenges when it comes to the practice in young learners. This paper discusses the strategies and problems faced by science teachers in bilingual primary schools in Malang. A questionnaire was distributed to all science teachers who were delivering their lesson in English to determine their educational background, strategies, experiences, and obstacles when they were teaching Science using English. The researcher also asked them about the textbook they used and the students’ average score in Science. As a result, it can be analyzed how successful the teaching of Science using English in bilingual primary schools in Malang.
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Jia, Li. "Teaching of Classical Chinese Prose under Bilingual Environment in Singapore." Sinología hispánica 1, no. 8 (June 15, 2019): 121. http://dx.doi.org/10.18002/sin.v1i8.5930.
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<p>The teaching of classical Chinese prose in Singapore involves challenges peculiar to the bilingual environment, which suggest a need for new strategies based on a crucial recognition of the difference between teaching literature and teaching language. The paper argues for a key pedagogical approach based on the teaching of literary aspects in ancient prose with the help of problem-based learning. This would also involve systematic classification in order to consolidate different strategies suited for different types of Classical Chinese Prose. These strategies include mind mapping, five thinking hats and so on.Through an approach of problem-based learning, one may motivate students to explore ancient articles more enthusiastically, foster their critical thinking and creative ability, thereby enhancing cognitive ability, and increasing their interest in learning ancient articles. Through the reading, understanding and analysis of subtle words, one may improve on students’ ability in literary appreciation, and prompt them to explore more sophisticated interpretation, thereby enhancing their cultivation in the humanities.</p>
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V. Chavez, Jason. "Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for English Language Teaching Curriculum." Arab World English Journal 13, no. 3 (September 24, 2022): 325–38. http://dx.doi.org/10.24093/awej/vol13no3.21.
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This study aimed to absorb the narratives from the parents on the using of the English Language in terms of utilizing their stories in the different levels of curriculum development, such as teaching activities and strategies. The study analyzed the narratives on their diverse experiences with the English Language and how these stories can contribute to the development of the English Language Teaching (ELT) curriculum. This study was exploratory research that used narratives of bilingual parents from Zamboanga City, Philippines, as the foundation for real-life application of the English language. Forty (40) bilingual parents, who have children as learners of the English Language, were interviewed extensively to navigate their experiences in their real professional lives to extract important stories where the use of the English Language was important for many purposes. Results revealed that the narratives of the bilingual parents, which included real-life examples of using the English Language, can contribute to a better curriculum design for ELT, relevant and timely production of learning materials, and better training programs for teachers on activities and teaching strategies. These narratives are collaborative materials for the schools to consider in designing the English Language Teaching Curriculum. The real-life applications of the English language increase the authenticity and practical value of specific ELT strategies and other teaching-learning styles
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Morilla García, Cristina, and Víctor Pavón Vázquez. "Factores psicopedagógicos que afectan a la adquisición de la comprensión oral de la L2 en diversos contextos españoles bilingües y no bilingües: influencia de las inteligencias múltiples." Journal of English Studies 16 (December 18, 2018): 185. http://dx.doi.org/10.18172/jes.3550.
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Research on the mind, the brain and education has shed light on the process of learning a foreign language in bilingual education. The present study attempts to investigate the relationship between L2 listening skills and multiple intelligences in bilingual and non-bilingual contexts. The research was conducted on fourth year primary school students. It involved two schools in the province of Cordoba (Andalusia, Spain) and one school in the Community of Madrid, that had implemented different educative programmes for the acquisition of listening skills: Advanced Methods Corporation (AMCO) which is a bilingual education program that integrates multiple intelligence strategies into the curriculum, Content and Language integrated learning (CLIL) and the traditional method of teaching English a foreign language (TEFL). The results of this eclectic study indicate that a bilingual education program that includes multiple intelligence strategies benefits students´ listening proficiency by promoting motivation in the learning process.
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Peng, Jun, Qian Xiong, Yi Xiang, Liang Lei, Yang Jun Pei, and Zhi Ming Yang. "Research on Reform and Practice in Bilingual Teaching for Curriculum of Data Structure and Algorithm." Advanced Materials Research 791-793 (September 2013): 1570–73. http://dx.doi.org/10.4028/www.scientific.net/amr.791-793.1570.
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A significant research on reform and practice in bilingual teaching for the course of Data Structure and Algorithm is presented in this paper. The specific course teaching model suitable for practical situation of the university that the researchers are working for is gradually built up through integrating international concepts of higher education, constructing comprehensive teaching resources, reforming teaching methods and strategies, and training a high-level bilingual teaching team. It is proved by the practice that the teaching quality and comprehensive ability of undergraduates are being improved, the capability of teaching staff is being promoted, and the demonstration and radiation effects of the course are emerging gradually. All of these improvements indicate that the reform on the course is effective as the goal of course planning is successfully achieved.
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Muchtar, Mardhiyah, La Ode Sidu Marafad, and Kamaluddin Kamaluddin. "EXPLORING TEACHER’S ANXIETY IN USING ENGLISH AND THEIR MANAGEMENT STRATEGIES AT BILINGUAL SCHOOL." Journal of Language Education and Educational Technology (JLEET) 5, no. 2 (October 14, 2020): 97. http://dx.doi.org/10.33772/jleet.v5i2.10310.
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Psychological influence is a never-ending aspect that can not be separated from language teaching and learning, and Foreign Language Teaching Anxiety is one of those psychological hindrances. This study was aimed to find out the causes of foreign language teaching anxiety (FLTA) of teachers in bilingual school, the effects, how the teachers deal with their anxieties, and school support in helping the teachers. This research employed qualitative research, and using a close-ended questionnaire, interview, and observations as sources of the data. The participants were all teachers of Lazuardi Ibnu Sina Elementary School which consists of 10 teachers (6 Homeroom Teacher and 4 Subject Teachers). The results indicated that the majority of teachers fear negative evaluations from the students and supervising teachers. It also showed that the teachers used professional, personal, and social strategies to manage their anxieties. As for the effects, most of the teachers think that teacher anxiety will affect their image in front of students and students will not get enough exposure to English. In light of these findings, it also showed that bilingual school should provide more English Classes and English Day for their teachers and school in order to improve their English skills and manage their teaching anxieties.
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Meyer, Ingrid. "The General Bilingual Dictionary as a Working Tool in Thème." Meta 33, no. 3 (September 30, 2002): 368–76. http://dx.doi.org/10.7202/003645ar.
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Abstract Because of his lack of native-speaker intuition for the target language, the thème translator requires of the general bilingual dictionary much more explicit lexical information than does his version counterpart. On the basis of a study of lexical errors made by thème translation students, we examine the weaknesses of the general bilingual dictionary for thème, and relate these to either a non-observance of lexicographic principles, or to a lack of such principles. Finally, we propose three teaching strategies to help thème translation students deal with the general bilingual dictionary.
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Sun, Kun. "Teaching English-Chinese textual translation strategies." Babel. Revue internationale de la traduction / International Journal of Translation 65, no. 2 (June 21, 2019): 286–315. http://dx.doi.org/10.1075/babel.00097.sun.
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Abstract The topic-chain is a typical characteristic used to distinguish Chinese discourse from other languages, such as English. By studying how to make use of the topic-chain, one learns how to decipher English into natural and idiomatic Chinese translation. The idea of using topic-chains to explore English-Chinese (E-C) textual translation is relatively new to translation studies. As such, this paper provides a detailed account of cross-linguistic differences between English and Chinese, with regard to the topic-chain, as well as the differences between the topic-chain model and the approach of thematic progression theory. This study, based on contrastive analysis, constructs a model consisting of specific procedures that are simple and easy to use, thereby making English-Chinese textual translation a more manageable process. Use of topic-chain strategies will promote the efficiency and quality of E-C translation, and allow for Chinese translated text to be more idiomatic. This paper provides an overview of effective textual translation strategies that are useful both for translators and the field of translation studies as a whole. It addresses how to teach translation effectively to students, providing practical theory and practice for pedagogical instruction. Meanwhile, an experiment conducted provides the evidence that topic-chain for pedagogical instruction is significantly valid. The pedagogical design of these strategies emphasizes the training of students’ textual awareness and targets language-sensitive awareness. It is assumed that didactics can help students gain bilingual competence and strengthen their core transfer competence. This study, therefore, is significant not only in exploring the benefits and uses of textual translation studies, but has practical value when applied directly to translation learning and teaching.
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Арцишевська, Анетта, Наталія Гриня, and Лілія Кузнецова. "CLIL APPROACH IN BILINGUAL EDUCATION." Молодий вчений, no. 10.1 (98.1) (October 29, 2021): 4–7. http://dx.doi.org/10.32839/2304-5809/2021-98.1-1.
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The article deals with a newly implemented method of teaching a foreign language – Content and Language Integrated Learning (CLIL) which has become the trendy approach of bilingual education. CLIL is gaining more importance across Europe and Ukraine in terms of both: the number of educational establishments implementing it and related studies done in this field. The term scaffolding has been overviewed and analysed. An important fact about CLIL is that it combines both language and subject teaching. Students do not just study a foreign language, but use it to study subject related authentic content. The article also deals with such important task as lesson planning process which is of vital importance for the successful development of the class. CLIL has profound methodological implications in terms of planning, teaching strategies and the role of the teacher. CLIL lesson is supposed to require a precise and extensive preparation. Six stages of the effective CLIL planning has been analyzed and researched. Moreover, CLIL planning requires a change of the traditional concepts of lesson planning. The results prove that looking at the issue from a broader perspective brings us to the conclusion that, if there is a proper development of legal and regulatory framework for CLIL implementation in Ukrainian higher educational establishments, there will not be any problems for teachers interested in applying CLIL theoretical basis to the existing experience and realising enormous perspectives this approach yields to the educational system.
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Xiong, Zhongqiu. "Strategies for Classroom Language Behaviors: A Case Study of Primary School Mathematics Classes with Bilingual Education." Highlights in Business, Economics and Management 4 (December 12, 2022): 334–41. http://dx.doi.org/10.54097/hbem.v4i.3512.
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The most important thing for an instructional classroom is to make it efficient and easy for students to learn. The teacher's use of language plays a pivotal role in the classroom. In a bilingual classroom, the use of teacher language is not only about whether the students learn, but also about whether the students understand the teacher's second language correctly and whether they learn the correct knowledge. Therefore, the use of teacher language in the bilingual classroom is even more important. This paper analyzed the teacher's use of teaching language, which are written language, spoken language, and body language, in a case study of a bilingual mathematics classroom. Next, this paper analyzed the grammatical problems of the second language, the pedagogical knowledge problems, and the possible emergencies in the classroom. To address these possible emergencies in the classroom, this paper suggested strategies for using the teacher's language and how to design the classroom beforehand, in order to help the classroom, complete smoothly, improve the efficiency of the bilingual classroom, and help students gain more knowledge.
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Mestre, Jose P. "Teaching problem‐solving strategies to bilingual students: what do research results tell us?†." International Journal of Mathematical Education in Science and Technology 17, no. 4 (July 1986): 393–401. http://dx.doi.org/10.1080/0020739860170401.
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Oattes, Huub, Ron Oostdam, Rick De Graaff, Ruben Fukkink, and Arie Wilschut. "Content and Language Integrated Learning in Dutch bilingual education." Dutch Journal of Applied Linguistics 7, no. 2 (December 31, 2018): 156–76. http://dx.doi.org/10.1075/dujal.18003.oat.
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Abstract This small-scale observational study explores how Dutch bilingual education history teachers (BHTs) focus on the L2 component in their CLIL-lessons. We observed and rated eight BHTs on five language teaching categories. Results show that Dutch BHTs focus more strongly on using the L2 to teach subject content and that they tend to be less engaged in teaching specific second language topics, such as focus on form or language learning strategies. Further results and suggestions for improving the BHTs’ L2 focus are discussed together with a plea for a CLIL definition that is more in line with the everyday reality of the CLIL classroom.
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Sowa, Magdalena, and Joanna Kic-Drgas. "Mediation as a strategy for constructing meaning in the teaching of a subject by integrating a foreign language." XLinguae 14, no. 4 (October 2021): 264–81. http://dx.doi.org/10.18355/xl.2021.14.04.18.
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The increasing globalization as well as internationalization have influenced educational systems all over the world, contributing to widespread of the idea of teaching in a second or foreign language so as to allow students, ranging from primary to tertiary levels, to compete in an international context. The aim of this paper is to analyse and categorise the strategies of mediation used for presentation of subject content knowledge while teaching in bilingual French-Polish classes at secondary school level. In order to take the complex nature of the issue into account, variety of used strategies will be examined by means of corpus analysis. The material used for analysis comes from the bilingual lessons of chemistry and biology recorded in secondary school in Warsaw in the period between November and December 2019. The studies presented will allow conclusions to be drawn regarding the potential possibilities and problems of content-knowledge presentation in foreign langue.
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Nurjannah, Noviani, Gin Gin Gustine, and Ahmad Bukhori Muslim. "Preparing Bilingual NinDigging up EFL Teacher’s Instructional Strategies to Create Sustainable Communicative Language Teaching (CLT) Environment." Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah 7, no. 1 (January 6, 2023): 1. http://dx.doi.org/10.35931/am.v7i1.1341.
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<p>Pervasive power of English communication has led several reforms in education system for nations all over the world, no exception Indonesia. The reforms cover the integration of English communication skill as life skill into curriculum which familiarly has been introduced as twenty century skills called as 4Cs skills integration. This study revealed the EFL teacher’s instructional strategies in creating communicative teaching and learning by using conceptual framework of Communicative Language Teaching (CLT). Case study qualitative research design is employed to answer research questions. The respondents are bilingual ninth grade teacher and school pricipal. To collect data, this study uses semi structured interview, observation and document analysis. The interview was aimed at knowing the EFL teacher’s instructional strategies in creating communicative teaching and learning environment. The collected data were then supported by observation and document analysis. The result of this study revealed that EFL teacher uses several instructional strategies to create communicative teaching and learning environment including role play, games, map-reading, surveys, presentation and the other kinds of classroom activities.</p>
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Henderson, Kathryn I., and Deborah K. Palmer. "Teacher scaffolding and pair work in a bilingual pre-kindergarten classroom." Journal of Immersion and Content-Based Language Education 3, no. 1 (February 9, 2015): 77–101. http://dx.doi.org/10.1075/jicb.3.1.04hen.
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This paper presents findings from a year-long study of pair work and bilingual development in a hybrid developmental bilingual pre-kindergarten classroom. Grounded in sociocultural theory and developed using ethnographic approaches to data collection and analysis, the researchers analyzed how a master bilingual teacher scaffolded pair work and peer teaching. Findings revealed an association between teacher modeling of language use and behavior, and student language use and behavior in pair work. How the teacher scaffolded both the structure and processes of pair work and the resulting student interaction and peer scaffolding contributes both practical teacher strategies and a deeper theoretical understanding of how teachers can create spaces for young students to engage in their non-dominant language.
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Emawati, Emawati, Rahmatun Nisa, and Teuku Zulfikar. "TOWARDS SHAPING PUPILS’ SOFT-SKILLS: THE ISLAMIC TEACHING AT A BILINGUAL SCHOOL IN BANDA ACEH." JURNAL ILMIAH DIDAKTIKA: Media Ilmiah Pendidikan dan Pengajaran 20, no. 2 (February 1, 2020): 126. http://dx.doi.org/10.22373/jid.v20i2.5409.
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The Indonesian educational system should guarantee that educational institutions in all levels not only train their students’ cognitive ability but also develop their affective domain. This important domain can be developed through various strategies, one of which is through shaping students’ soft-skills. This classroom research was conducted to identify strategies implemented by a particular bilingual school in Banda Aceh, in its attempt to develop students’ soft-skills. Having interviewed four teachers and the school principal, observed classroom, and analyzed documents, such as learning module and syllabus, we found that the teachers use various strategies in developing students’ soft-skills, one of which is through inviting students to participate in learning process and to engage in outdoor activities; promoting democratic dialogues; showing empathy and appreciation, and also presenting good examples are seen as important strategies to develop soft-skills.
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Yayla, Ahmet, Ishak Kozikoglu, and Sehnaz Nigar Celik. "A Comparative Study of Language Learning Strategies Used by Monolingual and Bilingual Learners." European Scientific Journal, ESJ 12, no. 26 (September 30, 2016): 1. http://dx.doi.org/10.19044/esj.2016.v12n26p1.
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The purpose of this research is to analyze monolingual and bilingual university students’ language learning strategies (LLS) comparatively and to determine whether students’ level of using language learning strategies in foreign language learning process changes in terms of variables such as gender, department and school type. This research was conducted among 524 university students at Yüzüncü Yıl University and Bülent Ecevit University Çaycuma Vocational School. Data of the study was collected by “Strategy Inventory of Language Learning” developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007). Data collected was analyzed with descriptive statistics and parametric tests. As a result of the research, it was found that bilingual students use language learning strategies in foreign language learning process more than monolingual students. Furthermore, it was found that university students use language learning strategies at middle level; students mostly use metacognitive strategies and use affective strategies the least; female students use language learning strategies more than male students except cognitive and affective strategies; English language and literature and English language teaching department students use language learning strategies more than department of translation students; 4 years faculty students use language learning strategies more than vocational school students.
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Spiridonova, N. I. "PEDAGOGICAL CONDITIONS FOR FORMING BILINGUAL MATHEMATICAL COMPETENCE IN BASIC SCHOOL STUDENTS." Education & Pedagogy Journal, no. 1(1) (July 6, 2021): 75–86. http://dx.doi.org/10.23951/2782-2575-2021-1-75-86.
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Introduction. In the process of bilingual education, schoolchildren must not only qualitatively master the content of the subject but also overcome language difficulties. There is a connection between speech and mathematical activities. The essence and structure of bilingual mathematical competence are based on this relationship, allowing bilingual students to effectively acquire knowledge in the conditions of national-Russian bilingualism. We have also proposed ways of forming bilingual mathematical competence focused on developing mathematical speech culture and teaching schoolchildren to use multicultural knowledge. Aim. The article aims to characterize the pedagogical conditions directed at the emergence of bilingual mathematical competence among basic school students (grades 5 to 9) within national-Russian bilingualism. Material and methods. The study relies on theoretical methods of comparative analysis, synthesis, and generalization provided by the scientific and methodological literature on the researched topic. Results and discussion. Works indicating a clear relationship between the language of instruction and the subject of Mathematics were analyzed. The need to take into account the mother tongue of schoolchildren in bilingual education was established. In addition, it was found that the degree of native and Russian language proficiency affects the mathematics achievement of bilingual students. According to the analysis, bilingual education should lead to the emergence of competencies distinguished by a high level of language proficiency and high-quality mastering of the subject. Conclusion. The concept of “bilingual mathematical competence” got a detailed description in the course of the research. This concept combines components of a school subject, languages ( native and Russian), and a component of intercultural communication. The following pedagogical components were described: 1) tasks aimed at mastering terminology, symbols, and graphic images; verbal and logical constructions of the mathematical language; written educational texts; 2) illustrated Yakut-Russian, Russian-Yakut terminological dictionary in mathematics for the 5th and 6th grades, which includes 349 terms and set phrases; 3) bilingual strategies aimed at reducing the linguistic complexity of mathematical problems (by replacing unfamiliar or rare words; changing the passive voice to active verb forms; reducing long names and indications; highlighting individual conditional sentences, or changing the order of the conditional and main sentences; replacing complex questions to simple ones; clarification of abstractions using more specific information); 4) methods and techniques of bilingual teaching of mathematics (consecutive translation, visual aids, immersion teaching, semantization); 5) tasks that contain historical, ethnocultural, and local history materials.
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Nykyporets, Svitlana, and Liudmyla Ibrahimova. "COMMUNICATIVE COMPETENCE DEVELOPMENT AMONG STUDENTS OF NON-LINGUISTIC UNIVERSITIES WITH THE HELP OF CLIL APPROACH IN FOREIGN LANGUAGE LESSONS." ГРААЛЬ НАУКИ, no. 5 (June 14, 2021): 226–31. http://dx.doi.org/10.36074/grail-of-science.04.06.2021.043.
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The article is devoted to the subject-language integrated approach (CLIL), which is currently characterized in the world scientific and methodological literature as one of the innovative approaches to the organization of bilingual education and involves the simultaneous implementation of two learning goals in two subject areas – language and subject; various interpretations of its essence are presented, its varieties, possibilities and features of implementation in bilingual education are highlighted through the application of its basic principles and strategies. The role of the subject-language integrated teaching of students of non-linguistic specialties of higher educational institutions is discussed. The article describes the content and language integrated learning from the point of view of modern methods of foreign languages teaching. The main features of the teachers’ of profile subjects work as well as teachers of foreign languages in the system of subject-language integrated teaching are considered. Models and peculiarities of using CLIL methodology in a higher educational institution are given.
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İşci, Cenan. "Reading literacy of bilingual and monolingual students in Turkey: A comparative study based on PISA 2018 data." African Educational Research Journal 9, S1 (June 7, 2021): S21—S28. http://dx.doi.org/10.30918/aerj.9s1.21.010.
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Reading literacy is regarded as one of the most crucial prerequisites for academic success in all fields. PISA surveys reading literacy with extensive demographic data in several countries to provide detailed feedback for detecting problems in their education systems. In many countries, bilingual students are facing several problems in schools, especially language-related problems. In this context, this study is causal-comparative research aiming to compare bilingual and monolingual students’ Turkish reading literacies based on PISA 2018 data while controlling their economic, social and cultural status. In Turkey, 6890 students from 186 schools, who were selected through stratified random sampling, participated in PISA 2018 implementation. Bilingual and monolingual students’ reading literacies were compared through ANCOVA where their economic social and cultural status is the covariate. Findings showed that monolingual students have greater reading literacy scores than bilingual students when their economic, social and cultural status were controlled. This finding indicates that there may be some problems in Turkish language teaching/learning strategies for bilingual students, which do not originate from their economic, social and cultural status. In this paper, the possible reasons for bilingual students’ low reading literacy, are discussed, and some possible solutions for these problems are suggested.
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Rubin, Joan. "Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador." Profile: Issues in Teachers´ Professional Development 21, no. 2 (July 1, 2019): 145–53. http://dx.doi.org/10.15446/profile.v21n2.75121.
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Since Ecuador has determined that it wants to be fully bilingual in ten years, this paper describes the experience of a Fulbright Scholar at a university Language Center in Quito; one helping language teachers improve the language learning skills of their students. The theoretical framework for this work comes from Learner Self-Management (LSM) or Self-Regulation. The scholar details her experience teaching LSM concepts such as SMART goal setting, Task Analysis, Cognitive and Affective Strategies. She provides descriptions of what these language teachers consider the roles of the teacher and that of the learner to be and also what their most critical teaching issues were. She also briefly elaborates the history of the development of learner strategies and the value of metacognitive strategies and knowledge.
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Ahmed, Rawda Bashir Abdulla. "Nursing Students’ Medical Terminology Learning Strategies." International Journal of English Language Teaching 10, no. 7 (July 15, 2022): 50–62. http://dx.doi.org/10.37745/ijelt.13/vol10n75062.
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This study is concerned with the learning of medical terminology by nursing students at the Northern College of Nursing in the Kingdom of Saudi Arabia. It aims to investigate the use of learning strategies in relation to medical vocabulary use. The subjects under study included Four college nursing majors at Northern College of Nursing. Participants' mid-term scores and medical terminology learning strategy questionnaire were used to inquire students' use of learning strategies. The results of this study indicated that students in general prefer to use written repetition, verbal repetition, bilingual dictionary strategies. In addition, the students most proficient in medical terminology used various kinds of strategies more often than the less proficient students. Implications of these and other findings are discussed and suggestions are made regarding the teaching of strategies of learning medical terms in medical terminology courses.
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Morawski, Michael, and Alexandra Budke. "Learning With and By Language: Bilingual Teaching Strategies for the Monolingual Language-Aware Geography Classroom." Geography Teacher 14, no. 2 (March 24, 2017): 48–67. http://dx.doi.org/10.1080/19338341.2017.1292939.
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Keydeniers, Darlene, Suzanne Aalberse, Sible Andringa, and Folkert Kuiken. "Teacher-child interactions in bilingual daycares: Investigating the use of discourse strategies and teaching techniques." Learning, Culture and Social Interaction 37 (December 2022): 100671. http://dx.doi.org/10.1016/j.lcsi.2022.100671.
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Alzahrani, Faisal S. "The Processes of Teaching Languages to Sixth Grade Students in an International Immersion School in a Midwestern City, U.S.A." International Journal of Educational Studies 3, no. 2 (August 12, 2020): 53–65. http://dx.doi.org/10.53935/2641-533x.v3i2.141.
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This paper examines the teaching strategies used in an international immersion school in a Midwestern city in the U.S.A. A good number of teaching strategies are highlighted in literature review to provide context for this particular study. The immersion program is considered a teaching strategy and an additional name for bilingual schools in which students learn through a second language’s environment with the purpose of developing proficiency in two languages. The significance of this study is that students in immersion schools should have the same quality of education as their peers have in public schools. The participants in this study used the cognate, cooperative, structural strategies and other strategies in teaching the second language itself or when teaching subjects in the students’ second language. This study is a basic qualitative research and the data was collected though observations and interviews. The data was analyzed by using the ground theory approach. This study shows that immersion schools help students to achieve their second language acquisition and help them in the future to have the ability to access different languages of curriculum. Because the school is under development, this is one limitation that is presented in this study.
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Rubio-Cuenca, Francisco, and María Dolores Perea-Barberá. "Monitoring EMI Teachers to Assess their Progress in University Bilingual Programs." Revista Alicantina de Estudios Ingleses, no. 34 (January 29, 2021): 131. http://dx.doi.org/10.14198/raei.2021.34.07.
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The implementation of a bilingual teaching program requires a series of actions concerning methodological training and language support for both teachers and students. The Bilingual Education Program at Escuela Superior de Ingeniería (School of Engineering, University of Cádiz, Spain) was approved by the Board of the School in 2014 with the aim of developing English-Spanish CLIL-based bilingual curricula for the various Bachelor degrees offered. Amongst the measures taken to implement the program, teacher training has been a priority, with monitoring being an essential part. Monitoring sessions have now been carried out for more than six academic years and have a double objective: gathering the teachers’ perceptions and beliefs regarding their role as EMI teachers and providing them with feedback as to their practice through class observation in order to fine-tune future language development and methodology programs. The goal of this paper is to show that monitoring sessions may serve as a valid tool for assessing the impact of in-service training on bilingual teaching. The results show that teachers have experienced remarkable progress by incorporating language awareness into their practice as EMI teachers, thus contributing to improve the language level of both their students and themselves, and by applying specific didactic strategies to make the learning process more dynamic, participatory, stimulating and creative.
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Tabatadze, Shalva. "Reconsidering Monolingual Strategies of Bilingual Education through Translanguaging and Plurilingual Educational Approaches. Are We Moving Back or Forward?" International Journal of Multilingual Education X, no. 1 (June 29, 2021): 47–63. http://dx.doi.org/10.22333/ijme.2021.17003.
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This study explores monolingual and multilingual strategies in bilingual education by investigating translanguaging practices in the Georgian monolingual Content and Language Integrated Learning (CLIL). Two research questions guided this research: (1) What Translanguaging practices do teachers use in the CLIL Natural Science program with a monolingual approach? (2) What is the rationale for teachers’ translanguaging pedagogical approaches in monolingual Natural Science lessons in the CLIL? The study utilized a classroom observation qualitative research method to answer the designed research questions. The findings reveal that the planned and implemented curricula differ considerably. The translanguaging approach is more emergent instruction rather than a well-planned and organized process. Second, teachers use translanguaging in scaffolding to support students and explain new teaching materials to be comprehensible. Third, translanguaging makes the instruction more student-centred. when switching to translanguaging, students become more active and more actively engaged in the learning process Fourth, translanguaging in the Georgian separated CLIL model is a more spontaneous strategy derived from classroom dynamics than planned to support learners’ linguistic repertoire. Accordingly, it can be characterized as one of the pedagogical practice of translanguaging, codeswitching, rather than translanguaging itself. Finally, translanguaging is an instrument for teachers’ empowerment
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Gupta, Abha. "Principles and Practices of Teaching English Language Learners." International Education Studies 12, no. 7 (June 29, 2019): 49. http://dx.doi.org/10.5539/ies.v12n7p49.
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This conceptual paper presents diverse approaches and strategies for preparing competent teachers who work with either English Language Learners (ELLs) or students who speak English as a Second Language (ESL). The pedagogical approaches discussed herein include practical and hands-on activities for teachers at any level. Bilingual learning improves ELL’s cognitive development as well as their self-esteem. The paper outlines underlying principles for the best practices with an emphasis on ESL students and also to other learning situations and students. Teachers can modify their instructional methods to adjust ELL’s learning needs. Specifically, even though the discussion is framed in the context of ESL students in U.S. classrooms, it is applicable to TEFL (Teaching English as a Foreign Language) environments in schools and other centers of learning.
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Ponomarevskyi, Stanislav. "TEACHING AND EDUCATING STRATEGIES IN UKRAINIAN SCHOOLING ABROAD." Aesthetics and Ethics of Pedagogical Action, no. 13 (March 9, 2016): 183–98. http://dx.doi.org/10.33989/2226-4051.2016.13.171556.
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Organization and content specificities as well as the basic principles of some teaching and educative strategies useful for Ukrainian schooling activity overseas (Sunday and Saturday Ukrainian schools, schools providing Ukrainian study courses, bilingual schools, etc.) that is functioning in the countries with Ukrainian ethnical component are analyzed in the article. On the base of sources and special literature studying, it was clarified that implementing aspects of pedagogical strategies in the domain of Ukrainian studies are out of scientific interest of the national and foreign researchers. Thus, the objective of this article is to outline the range of basic strategies which could become practical for coordination of the youth teaching and educating in Ukrainian schools abroad.Nowadays life requires of teachers to improve and understand their competent responsibility, as a teacher should be a person able to actively affect the progress of those, who are taught and educated. Educational paradigm of the XXI century must rely on the dominant when the talented individual’s activity as a teacher and creator is to move beyond the course and become the medium as well as transmitter of the world and national values. Pedagogical activity due to these terms will logically result in teacher’s awareness, directed to the balanced achievements of their students, the ability to use their skills formed, to understand the national originality, especially being surrounded by different ethnical and cultural conditions of another country.In any country, where Ukrainian studies are promoted, the implementation of teaching and educating strategies in educational affiliations has its own peculiarities. There is the necessity to widely use Ukrainian study components during teaching and educating process, because they are important for national self-identification formation of the students. This is the basic purpose of Ukrainian institutions’ activity abroad. For this reason, a teacher should accurately choose efficient as well as aim- appropriate teaching and educating strategies out of those, which are ‘programmed’ to realize the purpose mentioned above.Therefore, the basic opportunities of realization, teaching and educating requirements and goals due to multilingual and multicultural availability were outlined in the article. Specific examples of practical strategies implementing in national schools abroad were given. In particular, the attention was drawn to potential of using strategies integrated with individually oriented, programmed, differentiated teaching as well as scouts education strategies and some other.The peculiarities of curricula usage in pedagogical practice regarding to Ukrainian schooling abroad were also reviewed.
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Ni Kadek Ria Safitri and Gede Sutrisna. "POLITENESS STRATEGIES USED BY ENGLISH NATIVE TEACHER: A CASE STUDY IN BILINGUAL PRE-KINDERGARTEN." KULTURISTIK: Jurnal Bahasa dan Budaya 6, no. 2 (July 30, 2022): 120–25. http://dx.doi.org/10.22225/kulturistik.6.2.4894.
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The study aimed at describing types of politeness strategies used in Bilingual Pre-Kindergarten in Denpasar-Bali. The research was designed as a qualitative study by employing four instruments which included the researcher as the main instrument, observation sheets, video recorder and interview guide. The finding showed that the English-Native-Speaker (ENS) teacher dominantly used positive politeness strategy in order to motivate the students in teaching and learning process with the closer relationship compared with bald on-record strategy, off-record strategy and negative politeness strategy. However, saying-nothing strategy (Don’t do the FTA) could not be found due to the age and the needs of the students in which they needed an active communication environment because it influenced their social-emotional development.
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Sanz Trigueros, Francisco Javier, and Carmen Guillén Díaz. "Adaptación y desarrollo profesional docente de los especialistas de la enseñanza bilingüe." Revista Fuentes 1, no. 23 (2021): 27–40. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.11572.
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This article is part of a common European trend that focuses on the professional development and qualifications of individuals for their employability. The sociological category of “liquid modernity” (Bauman, 2007) as applied to current reality is adopted. Also, the qualitative effects of adaptability (Fernández Aráoz, 2008) as a competence derived from the business world are considered with the following aim: to account for the potential value of adaptation for the ongoing professional development of teaching specialists in bilingual education. Using qualitative-interpretative research, content analysis is performed for an in-depth treatment of data obtained from a heterogeneous sample of in-service teachers. This is done by means of questionnaires and life stories. Results reveal the status of the components of adaptation, articulated by informants as adaptive capacity features and adaptability attributes. The values presented show that adaptive capacity has low structural potential, while there is a lack of balance in adaptability attributes. Finally, guidelines and remediation strategies are offered to agents, institutional bodies and teacher trainers, responsible for the professional development of bilingual teachers.
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Vukadinova, Tsvetelina, Senya Terzieva, and Mladen Popov. "Developing Professional and Communication Skills of Students in Engineering Disciplines." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 3 (June 15, 2021): 255–66. http://dx.doi.org/10.53656/for21.33razv.
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The article presents a study designed to develop professional and communication skills of students in the subject "Chemical Engineering" with German language teaching at the University of Chemical Technology and Metallurgy. During the application of the experimental model, the COVID crisis required switching to hybrid teaching. This brought a new focus on the teaching design in the 2019/2020 academic year. The research is based on self-regulated learning strategies. The collected data offer a tool for developing professional and foreign language skills. It aims to optimize the educational process in engineering disciplines, as well as to enhance the foreign language knowledge acquisition: bilingual learning materials for improving the specialized foreign language learning.
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Brox, Ali. "Notes from the Field: Course Design and Instruction Strategies in Environmental Studies classes for Bilingual Students." Issues in Language Instruction 4 (January 10, 2018): 9. http://dx.doi.org/10.17161/ili.v4i0.7005.
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For the last eighteen months, I have helped design the curriculum and teach a three-course sequence of environmental studies courses created specifically for the Kansas University Academic Accelerator Program. The Academic Accelerator Program (AAP) is an intensive three-term program for first-year international students. Students simultaneously enroll in English-language courses and courses for academic credit. This article describes teaching strategies and assignments that have been effective in the environmental studies course sequence.
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Brox, Ali. "Notes from the Field: Course Design and Instruction Strategies in Environmental Studies classes for Bilingual Students." Issues in Language Instruction 4, no. 1 (January 10, 2018): 9–11. http://dx.doi.org/10.17161/ili.v4i1.7005.
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For the last eighteen months, I have helped design the curriculum and teach a three-course sequence of environmental studies courses created specifically for the Kansas University Academic Accelerator Program. The Academic Accelerator Program (AAP) is an intensive three-term program for first-year international students. Students simultaneously enroll in English-language courses and courses for academic credit. This article describes teaching strategies and assignments that have been effective in the environmental studies course sequence.
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Roslan, Roslinawati, Siti Munawirah Panjang, Norashikin Yusof, and Masitah Shahrill. "Teacher’s feedback in teaching science in a bilingual Bruneian primary classroom." On the Horizon 26, no. 2 (June 4, 2018): 122–36. http://dx.doi.org/10.1108/oth-09-2017-0080.
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Purpose The purpose of this study is to analyze the use of feedback to students by a primary teacher teaching the science topic “Life Cycle” in a Year 5 bilingual Bruneian science classroom. Design/methodology/approach This study used a discourse analysis of one primary science teacher’s use of feedback to his students when teaching the topic “Life Cycle.” The participant was a male primary science teacher who taught a Year 5 science class in one of the government schools in the Brunei-Muara district. Direct observations and video recordings of the teacher’s three consecutive lessons on the topic “Life Cycle” were collected. The transcripts were developed from the teacher–student interactions in the three lessons. The “Questioning-based Discourse” approach (Chin, 2006) was used to analyze the different types of feedback, and the students’ cognitive processes that emerged from the lesson transcripts. The frequencies of the feedback and students’ cognitive processes were calculated using percentages. Findings The findings from the three lesson observations indicate that the teacher’s feedback showed a range of strategies which consisted mostly of accepting students’ answers and feedback to elicit, to focus, to probe, to clarify and to extend, respectively. The findings also reveal that the cognitive processes of the students ranged from recalling, predicting, hypothesizing, evaluating and explaining. The analysis shows that the teacher only practiced low-level questioning and the feedback given to the students was mostly for accepting the students’ answers rather than challenging students’ ideas. Practical implications The findings reported in this study provide useful insights into the importance of teacher–student interactions in the teaching and learning of science. The “Questioning-based Discourse” analytical framework is worthwhile to analyze the science teacher’s talk and consequently to improve teachers” skills in giving feedback that fosters productive students’ responses. Originality/value This paper highlights the need for science teachers to analyze their classroom talk and it recommends how to give useful feedback to students to promote higher cognitive processes amongst students. Brunei has been described as a country where there is a linguistic divide determined by the quality of the school that a student attends (Deterding and Salbrina, 2013). Improving the quality of interaction between teacher and students in such circumstances is essential.
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Gavrilina, Margarita A. "Orthographic literacy of Russian-speaking schoolchildren in Latvia." Russian Language Studies 20, no. 1 (March 30, 2022): 101–14. http://dx.doi.org/10.22363/2618-8163-2022-20-1-101-114.
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The research is devoted to one of the current problems of speech development of Russian-speaking schoolchildren of the diaspora (grades 4, 6 and 9) - orthographic literacy and is intended to contribute to the research on this problem. The topicality of the problem is substantiated by the necessity to explore the issues related to the quality of written speech, including orthographic knowledge and skills in the Russian (native) language of bilingual schoolchildren living outside Russia. The topic has not been sufficiently studied. The aim of the research is to describe the orthographic literacy of Latvian Russian-speaking schoolchildren of grades 4, 6 and 9 in 2015-2021. The research is based on the analysis of written works of 11 938 schoolchildren that were developed by the author of the article and specia- lists of education and science of Latvia. The methods of research include comparative, statistical, focus-group discussion. The research results: 1) the level of orthographic literacy of Latvian Russian-speaking bilinguals remains low; 2) the same typical spelling mistakes are found in the speech of schoolchildren of all ages, but the mistakes rate depends on the bilingual education model; 3) schoolchildren have difficulties in spelling arguments; 4) the main reasons of schoolchildrens spelling mistakes in Russian include the low motivation of school- children to develop literacy in written speech, interlanguage interference, insufficient amount of school hours on studying spelling material of the Russian language at school; 5) the literacy in Russian is less important than in English and Latvian in the value paradigm of schoolchildren. According to the new educational reform of Latvia (Skola2030), the number of Russian language lessons in schools for national minorities is significantly reduced. It is possible to predict a further decline in the level of spelling in schoolchildren in the coming years. Therefore, understanding objective orthographic difficulties encountered of bilingual schoolchildren open prospects for further exploration of effective orthography strategies in teaching the mother tongue to bilingual schoolchildren in a changing environment.
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Gavrilina, Margarita A. "Orthographic literacy of Russian-speaking schoolchildren in Latvia." Russian Language Studies 20, no. 1 (March 30, 2022): 101–14. http://dx.doi.org/10.22363/2618-8163-2022-20-1-101-114.
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The research is devoted to one of the current problems of speech development of Russian-speaking schoolchildren of the diaspora (grades 4, 6 and 9) - orthographic literacy and is intended to contribute to the research on this problem. The topicality of the problem is substantiated by the necessity to explore the issues related to the quality of written speech, including orthographic knowledge and skills in the Russian (native) language of bilingual schoolchildren living outside Russia. The topic has not been sufficiently studied. The aim of the research is to describe the orthographic literacy of Latvian Russian-speaking schoolchildren of grades 4, 6 and 9 in 2015-2021. The research is based on the analysis of written works of 11 938 schoolchildren that were developed by the author of the article and specia- lists of education and science of Latvia. The methods of research include comparative, statistical, focus-group discussion. The research results: 1) the level of orthographic literacy of Latvian Russian-speaking bilinguals remains low; 2) the same typical spelling mistakes are found in the speech of schoolchildren of all ages, but the mistakes rate depends on the bilingual education model; 3) schoolchildren have difficulties in spelling arguments; 4) the main reasons of schoolchildrens spelling mistakes in Russian include the low motivation of school- children to develop literacy in written speech, interlanguage interference, insufficient amount of school hours on studying spelling material of the Russian language at school; 5) the literacy in Russian is less important than in English and Latvian in the value paradigm of schoolchildren. According to the new educational reform of Latvia (Skola2030), the number of Russian language lessons in schools for national minorities is significantly reduced. It is possible to predict a further decline in the level of spelling in schoolchildren in the coming years. Therefore, understanding objective orthographic difficulties encountered of bilingual schoolchildren open prospects for further exploration of effective orthography strategies in teaching the mother tongue to bilingual schoolchildren in a changing environment.
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Zimmerman, Donald L., Lisheng Yu, Ruoh-yi Cheng, and Randy Kearns. "Barriers and Strategies for Teaching About the U.S. Health Care System in China." Pedagogy in Health Promotion 6, no. 1 (February 18, 2020): 63–69. http://dx.doi.org/10.1177/2373379919881465.
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Overview. A partnership between the undergraduate health care management program at a U.S. public research university and a Chinese university provided ongoing opportunities for U.S. faculty to teach introductory health care management courses in China. These courses have been offered every semester since Spring 2018 with course enrollment ranging from 18 to 52 students. Method. This research was based in grounded theory and aimed at creating an effective teaching strategy for Chinese students. The premises used for this task were cultural humility, ongoing personal reflection and self-critique, the active use of student feedback, and ongoing collaboration with Chinese faculty. Findings. Three pedagogical barriers were addressed as the most parsimonious and useful framework for improving teaching practice in China: (1) Differences between U.S. and Chinese health care systems made comparisons problematic. Response: A new teaching model for visualizing the core components of a health care system was successfully developed and used. (2) Differences between English and Mandarin Chinese created translation gaps. Response: Bilingual presentation materials were developed based on a scaffolding of “thick translations.” (3) There were difficulties in navigating the political landscape. Response: U.S. faculty shifted focus from locating their presentations in the political landscape of China to offering a window into the U.S. health care system from American perspective. To date, Chinese student evaluations have been extremely positive across all courses. Need for Further Research. While U.S. faculty have made significant progress in creating effective teaching strategies for Chinese students, additional research is needed to further identify and refine best practices.
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Sulaiman, Shahirah, Supyan Hussin, and Zaini Amir. "Communication Strategies Among Tertiary Students in Mlearning." International Journal of Engineering & Technology 7, no. 2.29 (May 22, 2018): 655. http://dx.doi.org/10.14419/ijet.v7i2.29.13993.
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The relentless wave of using mobile device in Malaysia, as a tool for teaching and learning in educational setting is incontestable. Multitudinous tertiary institutions have adapted this technology in their academic system; due to its approach which aids synchronous and asynchronous learning towards achieving educational outcomes. In spite of the rapid expansion medium employed in mobile learning [mLearning], students’ communicative competence in academic context is a major concern, especially when they are communicating in their native languages or being a bilingual user of the English language. Hence, this paper addresses the communication strategies in mLearning among tertiary students based on a quantitative research design conducted at Universiti Sains Islam Malaysia. The data were gathered from 125 students using a questionnaire which measured the learners’ frequency of the communication strategies used. Findings showed that the communication in mobile indicated that students employed varying degrees of communication strategies in mLearning. The results reflected an overview of students’ interaction in mLearning setting as it could be used to benefit academicians in assisting students with their communicative competence not only in- yet also out- of the mLearning context. Thus, several implications were further discussed in this study.