GRAMMATICAL ERROR OF SPEECH BY STUDENTS IN BILINGUAL PROGRAM OF MA’HAD AL JAMI’AH UIN NORTH SUMATRA

This study investigates the types of grammatical errors produced by Arabic learners in English. Bilingual program is a condition that the students speak both English and Arabic languages in their daily communication. The researcher used descriptive qualitative research in conducting this study. The data are bilingual students’ utterances consisting of grammatical errors in daily communication. The utterances consisted of words, phrases, clauses and sentences. The prior aim in this research is to describe the types of grammatical errors since there are two kinds of grammatical errors namely morphological errors and syntactical errors.Keywords: Grammatical Error, Bilingualism, English, Arabic language, Speech

Success factors for a Mandarin bilingual program

Immersion-style bilingual school programs have proven to be effective ways for children’s acquisition of additional languages. However, such programs seem to be scarce across the world in comparison to the value people attach to bilingual skills and bilingual education. Through a case study of a successful Mandarin bilingual program in western Canada, the study hopes to explore the factors that contribute to the success of such programs in North America. The study points to the importance of government language policy environments, the attitude of local school boards, the commitment and active involvement of parents, and the availability and recruitment of quality teachers as key factors for the success of a bilingual school program.

The Development and Application of Bilingual Engineering in an Education Institution (A Case Study in RMB)

<p align="center">Teaching Speaking effectively is one of problems in the field of language teaching. Many teachers and schools are frustated in activating students’ speaking ability. We need a research to find an appropriate teaching method and teaching strategy to handle the problem. This qualitative research was applied by using <em>system perspective. </em>Theoretically, system perspective is a study of system by questioning: how and why a system entirely works as it should be. The researcher will come into the system, observing how the bilingual engineering is applied. The object of the research will be focused on observing the forms of bilingual engineering and all parties’ opinion related to applying bilingual program. The researcher also did literature study as a comparative study especially related to bilingual theory. The result of the research shows that the program is success. It is shown by the good satisfaction level. Satisfaction will be able to improve school’s academic achievement. Finally, the researcher believes that the application of the bilingual program has a significant implication to the school’s overall achievement. </p>

INTEGRATING MATHEMATICS LOCAL WISDOM BASED THROUGH WORKSHEET IN BILINGUAL PROGRAM

Elementary school mathematics learning is generally taught classically by teachers. By using the lecturing method and the material is also general nationally. There is no regional element (local wisdom values) there is no technological element. In this study, researchers discussed the integration of local wisdom-based mathematics learning through the development of student worksheets with Banten culture in the bilingual program at the SDIT Assa'adah Global Islamic School (AGIS) Elementary School, Serang City. The aimed of this research is to introduce Banten regional culture to elementary school students in a bilingual program with Indonesian and English trough mathematic worksheet. Researchers also simultaneously introduce foreign languages that are commonly used. This study used Research and development in the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) method. the population of research are IT AGIS Elementary School students, and the sample is grade 4 SD IT AGIS. In this study, researchers drafted a grade 4 bilingual mathematics worksheet. The results were validated by 3 experts recommended worthy of being tested on students.

Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia

Recently, the incorporation of students’ home languages into monolingual classrooms has been reinvigorated by a scholarly focus on extended linguistic repertoire. In bilingual programs, ideas of language separation have traditionally influenced teaching and learning as a way to protect the minority language, but there is a growing call to engage with the complexity of students’ language practices. In this article, it is suggested that the English-medium (dominant language) classroom can be an effective site for exploring how to leverage and affirm students’ home language practices in bilingual education, and also to support the minority language in the program. Data are drawn from a design-based study that investigated the transition of a Japanese–English primary bilingual program from 30% of instruction in Japanese to a 50:50 program. As part of the study, a Foundation teacher and a Year 5/6 teacher worked towards English curriculum objectives by incorporating languages their students spoke at home, including Japanese, into the English-medium classes. Findings revealed that some Foundation students did not immediately draw on home language practices, instead choosing to use Japanese, whereas the Year 5/6 students demonstrated ambivalence towards Japanese but not towards other language practices.

ONE GENERATION AFTER THE BILINGUAL TURN: RESULTS FROM A LARGE-SCALE CLIL TEACHERS’ SURVEY

The bilingual turn required education systems to undergo structural changes in order to adapt to the new situations. These adjustments included better language training for teachers, the adoption of alternative teaching methods, the increased use of ICT and self-designed materials, the curricular integration of content and language and the creation of competence-based assessment guidelines. In order to evaluate the depth of this transformation and the actual effect that it had on students and schools, a sustained observation covering a sufficiently wide timespan needed to be performed. Two decades after the inception of bilingual education in Andalusia—Southern Spain—, this paper will describe the configuration of the Bilingual Program as perceived by the change agents: the school teachers. L1 Spanish teachers, L2 teachers and content teachers adopted different practices and therefore hold slightly divergent opinions. Nevertheless, there exists a consensus on the general benefits of CLIL bilingual education. Drawing from their perceptions, which will be presented for each of the above-mentioned aspects, this paper will counter the most recurrent criticisms that CLIL education meets. Keywords: Bilingual education, content and language integrated learning (CLIL), competence-based learning, teachers’ perception, Andalusian Bilingual Program, Andalusia.