Bilingual education for bilingual students

2012 ◽  
Vol 23 (2) ◽  
pp. 211-212
Author(s):  
Ingrid O’Brien
Keyword(s):  
Bilingual Education ◽  
Bilingual Students

scholarly journals Bilingual Education in Western Canada and Chinese Language Minority Students’ Self Perceptions of their Citizenship and Ethnicity

2005 ◽  
Vol 34 (1) ◽  
Author(s):  
Joe Wu
Keyword(s):  
Bilingual Education ◽  
Minority Students ◽  
Language Minority ◽  
Western Canada ◽  
Bilingual Students ◽  
Human Relations ◽  
Language Minority Students ◽  
Self Perceptions ◽  
Nous Examinons

Various bilingual education models can either empower or disable minority students according to their goals, structures and human relations (Akkari, 1998). This article presents the findings of a case study on a bilingual program that exists in Western Canada. It examines the structure and contents of the program, and then, based on interviews with a group of Grade 6 bilingual students, discusses their self perceptions of their citizenship, ethnic identity and multicultural thinking. Selon leurs buts, leurs structures et leurs relation humaines, les modèles d’éducation bilingue peuvent donner plus de pouvoir ou en enlever aux élèves des minorités (Akkari, 1998). Cet article fait état des résultats d’une étude de cas réalisée sur un programme bilingue qui existe dans l’Ouest canadien. Nous examinons la structure et les contenus du programme, et ensuite, en nous basant sur des entrevues avec un groupe d’élèves bilingues de sixième année du primaire, nous mettons en évidence leurs perceptions d’eux-mêmes au regard de leur citoyenneté, de leur identité ethnique et de leur pensée sur le multiculturalisme.

scholarly journals PEDAGOGICAL CONDITIONS FOR FORMING BILINGUAL MATHEMATICAL COMPETENCE IN BASIC SCHOOL STUDENTS

2021 ◽  
pp. 75-86
Author(s):  
N.I. Spiridonova
Keyword(s):  
Bilingual Education ◽  
Language Proficiency ◽  
Mother Tongue ◽  
Russian Language ◽  
Specific Information ◽  
Bilingual Students ◽  
School Students ◽  
Mathematical Competence ◽  
The Subject ◽  
Basic School

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.

Influencing factors on further development of bilingual education in Macedonia

2019 ◽  
Vol 9 (2) ◽  
pp. 12-20
Author(s):  
Hajrulla Hajrullai
Keyword(s):  
Bilingual Education ◽  
Tertiary Education ◽  
State Universities ◽  
Bilingual Students ◽  
Bilingual Programs ◽  
Political Events ◽  
Teacher Training Programs ◽  
The Government ◽  
Economic Developments ◽  
Further Development

Macedonia has implemented bilingualism in schools for more than a decade. However, this bilingualism has been realized in a step-by-step program in the Macedonian schools by introducing minorities to bilingual programs first starting from primary, then secondary and lately tertiary education in mother language of minorities. This approach was originally thought to help minority students learn the majority language and in that way find their way in the market economy. In practice, bilingual programs in Macedonian schools as well as teacher training programs in the state universities have limited view of what it means to have bilingual education, professional bilingual teachers, and how these teachers should teach bilingual students. This paper explores how political, social, and economic developments in one country influences by further developing or limiting bilingual education in all levels in Macedonia and how bilingualism in schools can be misused for the government to keep the minorities oppressed. This paper will overview the major political and educational events that took place in Macedonia that concern and seriously affected further development of bilingual education in the country. Keywords: bilingual education, bilingualism;  Macedonia, political events

Bilingual education, metalinguistic awareness, and the understanding of an unknown language

2010 ◽  
Vol 14 (2) ◽  
pp. 233-242 ◽  
Author(s):  
HAGAR TER KUILE ◽  
MICHIEL VELDHUIS ◽  
SUZANNE C. VAN VEEN ◽  
JELTE M. WICHERTS
Keyword(s):  
High School Students ◽  
Bilingual Education ◽  
English Language ◽  
Metalinguistic Awareness ◽  
Bilingual Students ◽  
Language Test ◽  
School Students ◽  
Bilingual Programs ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor

An increasing number of schools offer bilingual programs, where lessons are taught in more than one language. Several theories state that bilinguals have greater metalinguistic awareness than monolinguals. We investigated whether this greater metalinguistic awareness is also related to an increased ability to understand an unknown language. To measure metalinguistic awareness and the ability to understand text written in an unknown language, we designed the Indonesian Language Test (ILT). The ILT consists of items regarding a story in Indonesian. Dutch high school students from monolingual and bilingual classes were administered the ILT, a Dutch Language Test, an English Language Test, and a general intelligence test. The ILT showed promising psychometric properties. Bilingual students scored significantly higher on the ILT than monolingual students. Multi-group confirmatory factor analyses showed (i) that ILT measures the ability to understand an unknown language, and (ii) that bilingual students score significantly higher than monolingual students on this ability. Both observations support the notion that bilingual education increases metalinguistic awareness and therefore the ability to understand an unknown language.

Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces

2017 ◽  
Vol 41 (1) ◽  
pp. 403-427 ◽  
Author(s):  
Claudia G. Cervantes-Soon ◽  
Lisa Dorner ◽  
Deborah Palmer ◽  
Dan Heiman ◽  
Rebecca Schwerdtfeger ◽  
...  
Keyword(s):  
Bilingual Education ◽  
Critical Consciousness ◽  
Educational Opportunity ◽  
Language Immersion ◽  
Future Research ◽  
Bilingual Students ◽  
Critical Areas ◽  
Immersion Programs ◽  
Multilingual Learning ◽  
Critical Pedagogies

This chapter reviews critical areas of research on issues of equity/equality in the highly proclaimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWI programs are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program design that attend to equality and a framework for future research to push the field of bilingual education toward creating more equitable and integrated multilingual learning spaces. Specifically, this review leads to a proposal for adding a fourth goal for TWI programs: to develop “critical consciousness” through using critical pedagogies and humanizing research.

scholarly journals CODE SWITCHING IN BILINGUAL CLASSROOM

2019 ◽  
Vol 11 (1) ◽  
pp. 51-56
Author(s):  
Rakhmat Wahyudin Sagala ◽  
Bambang Panca Syahputra
Keyword(s):  
Qualitative Research ◽  
Bilingual Education ◽  
Code Switching ◽  
Bilingual Students ◽  
Discourse Marker ◽  
Proper Nouns ◽  
Universal Language ◽  
The World ◽  
The Future ◽  
Bilingual Classroom

Nowadays, universal language which is used in the world is English. The ability of speaking English is being a prerequisite to be someone’s success in the future. The aim of this study is to find the phenomenon of code switching in bilingual classroom which focused on types of grammatical code switching and reasons of using grammatical code switching. This research applied descriptive qualitative research which obtained the data from the discourse of lecturers and students in bilingual classroom at Universitas Negeri Medan. The researchers applied observation, interview and documentation. The data showed that lecturers and students used grammatical code switching in the classroom such as 2 tag code switching, 12 inter-sentential code switching, 22 intra-sentential code switching, 3 proper nouns, 1 negative words, 8 similarity of words in languages and 3 discourse marker. There are some reasons why the participants used code switching in their discourse. First, code switching made students more understand what the lecturers explained because not all bilingual students are able to speak English. Second, they used code switching because lack of vocabulary in English and so that they switched languages to make the material were easier to be understood.Keywords— Code Switching, Types of Grammatical Code Switching, Reasons of Code Switching, Bilingual Education

scholarly journals Design and Validation of a Questionnaire for the Measurement of Students’ Perceptions of Intercultural Practices within Bilingual Secondary Schools in the European Context

2021 ◽  
Vol 7 (2) ◽  
pp. 243-260
Author(s):  
María-Elena Gómez-Parra ◽  
Irina Golubeva ◽  
Roberto Espejo Mohedano
Keyword(s):  
Secondary Schools ◽  
Bilingual Education ◽  
Delphi Method ◽  
Intercultural Competence ◽  
Educational Institutions ◽  
Bilingual Students ◽  
Alpha Coefficient ◽  
School Practices ◽  
Pilot Sample ◽  
School Training

Bilingual education (BE) is widely recognised as a complex phenomenon, which constitutes a priority for key educational institutions and organisations. However, further research is needed to uproot common beliefs such as that bilingual students can easily interact with two or more cultures. The literature affirms that BE students need specific school training to improve intercultural competence. The main aim of this study is to describe the design and validation of a questionnaire to measure students’ perceptions of intercultural practices at bilingual schools. The validity of content and comprehension was carried out through the Delphi method, for which three methodological phases were established. The reliability of the scale (internal consistency) was measured through the Cronbach’s alpha coefficient. Factorial analysis was used to check the validity of the construct. The psychometric parameters of the scale were obtained from a pilot sample of 40 students, and later from a sample of 213 students from bilingual secondary schools in several European countries (i.e., The Netherlands, Hungary, Germany, France, England, among others). As a major conclusion, we can state that this questionnaire can be used as a tool for two research goals: the identification of good intercultural school practices in BE, and the development of relevant guidelines for the incorporation of intercultural education into BE.

The influence of L2 English on L3 French acquisition in bilingual education*

2018 ◽  
Vol 7 (2) ◽  
pp. 227-245
Author(s):  
Rosalinde Stadt ◽  
Aafke Hulk ◽  
Petra Sleeman
Keyword(s):  
Secondary School ◽  
Bilingual Education ◽  
Secondary School Students ◽  
First Year ◽  
Bilingual Students ◽  
L2 Proficiency ◽  
Gap Filling ◽  
School Students ◽  
Third Language ◽  
Third Language Acquisition

Abstract In the present paper, we compare L2 English influence on French third language acquisition (L3A) in first-year and third-year bilingual stream secondary school students and in third-year mainstream secondary school students by means of a gap-filling task. We found that the influence of L2 English on French L3A increases from first- to third-year bilingual students, which is not the case in the mainstream group. This raises the question if L2 influence on L3A in bilingual education is the result of the increased L2 exposure or of a higher L2 proficiency, factors that both have been claimed to play a role in L3A-research (Hammarberg, 2001; Tremblay, 2006; Jaensch, 2009). The results of this study show that there is no individual correlation between L2 English proficiency and influence of English in L3 French learning. Therefore, we suggest that it is L2 exposure rather than L2 proficiency that leads to more influence of the L2 in L3 French.

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