Introducing Strong Forms of Bilingual Education in the Mainstream Classroom: A Case for Technology

Bourguet, M.-L.

doi:10.1109/icalt.2006.1652523

Cited by 5 publications

(4 citation statements)

References 9 publications

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Section: Misconception 2: Newcomers To a New Country Learn The National Language More Slowly Than Local Peoplementioning

confidence: 99%

“…Children that belong to the language minority, be it newcomers or not, often find themselves in the situation that was described by Bourguet (2006) as submersion education -language of instruction is the majority language of the country they live in and slowly they move towards assimilation. Bourguet (2006) states that "frequent outcome of submersion education is school underachievement and high dropout rates" (p. 642). As it was already mentioned before, a bilingual person's brain does not have two separate areas for the first and the second language; rather, it is a transfer that happens between the skills learnt in first language (L1) towards the second language (L2).…”

Section: Misconception 2: Newcomers To a New Country Learn The National Language More Slowly Than Local Peoplementioning

confidence: 99%

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Seven common misconceptions in bilingual education in primary education in Spain

Madarova

Laborda²

2020

CJES

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Foreign language bilingual education has been common in many countries all over the world for many years after the Quebec issue in the 1970s. However, after all these years, bilingual education still remains as a criticized way of education. This research essay examined the most significant criticism by summarizing it into seven common misconceptions of the bilingual education schooling system in Spain in general education English-Spanish 1st—12th grade. A lot of criticism has been directed towards the differences between regular mainstream classes and bilingual classes especially in Primary education. This paper looks at seven commonly addressed issues. The paper especially focuses on Primary education but most revision matters also relate to secondary and even higher education. Special interest is paid to cognitive, social, economic, mode of bilingual education, role of the immigrant students and parents’ attitudes. The conclusion leads to the understanding that English-Spanish bilingual education is not pernicious but, on the contrary, benefits the cognitive a linguistic development of most school children. Keywords: bilingual education; misconceptions; CLIL; immersion; cognitive; socio-economic;

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Section: Misconception 2: Newcomers To a New Country Learn The National Language More Slowly Than Local Peoplementioning

confidence: 99%

Section: Misconception 2: Newcomers To a New Country Learn The National Language More Slowly Than Local Peoplementioning

confidence: 99%

Seven common misconceptions in bilingual education in primary education in Spain

Madarova

Laborda²

2020

CJES

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“…As a result, bilinguals may categorize objects or differentiate colors differently from monolinguals in both languages [1]. There are four basic language abilities (listening, speaking, reading, and writing) for which bilingual individuals can exhibit different degrees of proficiency in each of their languages [2]. Providing literacy development in the first language also accelerates the acquisition of second language literacy, as the ability to read transfers rapidly across languages, even when the writing systems are different [3].…”

Section: Usersmentioning

confidence: 99%

Enhancing English Competencies and Character Building Trough a Bilingual Book

Delita¹,

Sugiharto²,

Pinem³

et al. 2019

Proceedings of the 1st International Conference on Social Sciences and Interdisciplinary Studies (ICSSIS 2018)

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Mastery of English is an important skill for graduates in the globalization era. In addition, character values are also the main target of higher education. The development of character building-oriented bilingual textbooks is the right strategy for improve the quality of graduates who master English as well as having a character. Therefore, the purpose of this study is to improve students' English skills and build character values. Development of this textbook employs the ADDIE model. The results of the study show that the development of this book involved a team of lecturers and expert in FGD format. According to the students' assessment of the material, in terms of English language skills and character content, character buildingoriented bilingual books turned out to be effective in improving English the students' language skills and character.

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“…As positive psychology has been applied in the field of education, now teachers have paid more attention to students' positive emotions in the class, especially the bilingual teachers who need to interact with students more often [1][2][3][4][5][6]. Studies have shown that students' willingness to engage in bilingual communication is significantly influenced by their positive emotions in the bilingual class [7][8][9][10][11][12][13][14][15][16]. For this reason, world field scholars have conducted research on students' emotional responses in bilingual class, and found that the automatic recognition of students' emotional state in bilingual class can assist teachers to correctly master the laws of students' emotional changes during the bilingual learning process as fast as possible, thereby formulating targeted teaching intervention measures according to the actual emotional state of students [17][18][19].…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Emotional Responses of Students in Bilingual Classes and Adjustment Strategies

Wen¹

2023

Int. J. Emerg. Technol. Learn.

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Students’ willingness to participate in bilingual communication is greatly influenced by their positive emotions in the bilingual class. The automatic recognition of students’ emotional state in bilingual class can assist teachers to correctly master the laws of students’ emotional changes during the bilingual learning process as fast as possible. However, the speech emotion features extracted by existing speech emotion recognition models are not universal and not suitable for bilingual speech emotion recognition, and the accuracy needs to be improved. To cope with these issues, this paper aims to study the emotional responses of students in bilingual class based on emotional analysis and provide adjustment strategies for it. At first, the signals of students’ speech records in bilingual class were pre-processed, the one-dimensional features of the signals were converted into 2-dimensional speech spectrum features so as to attain more useful information to facilitate the emotional recognition of students’ speech records in the bilingual class. Then this paper combined the bi-linear Convolution Neural Network (CNN) with capsule network to construct a bilingual class student emotion recognition model, and experimental results verified the effectiveness of the constructed model.

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Introducing Strong Forms of Bilingual Education in the Mainstream Classroom: A Case for Technology

Abstract: Abstract

Cited by 5 publications

References 9 publications

Seven common misconceptions in bilingual education in primary education in Spain

Seven common misconceptions in bilingual education in primary education in Spain

Enhancing English Competencies and Character Building Trough a Bilingual Book

An Analysis of Emotional Responses of Students in Bilingual Classes and Adjustment Strategies

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