The monolingual teaching and bilingual learning of English

2001 ◽  
pp. 7-18 ◽  
Author(s):  
Henry G. Widdowson
Keyword(s):  
Bilingual Learning

scholarly journals Bilingual Learning for Second and Third Generation Children

2008 ◽  
Vol 21 (2) ◽  
pp. 120-137 ◽  
Author(s):  
Charmian Kenner ◽  
Eve Gregory ◽  
Mahera Ruby ◽  
Salman Al-Azami
Keyword(s):  
Third Generation ◽  
Bilingual Learning

scholarly journals CASE TECHNOLOGIES IN BILINGUAL TRAINING OF SOCIAL SPHERE SPECIALISTS

2021 ◽  
pp. 240-251
Author(s):  
Nataliia Seiko ◽  
Svitlana Sytniakivska ◽  
Nadiia Pavlyk
Keyword(s):  
Social Workers ◽  
Professional Training ◽  
Social Sphere ◽  
Pedagogical Design ◽  
Different Types ◽  
History Of ◽  
Case Technologies ◽  
Bilingual Learning ◽  
Information Personalization

The purpose of the study is to characterize the content and possibility of using bilingual case technologies in future social workers training. To achieve this goal, methods of theoretical analysis of the scientific literature on the content, objectives, structure of case technologies; pedagogical design of a bilingual case; classification of case-types depending on the educational purpose are used. The article describes various aspects of the problem of design and implementation of case technologies social workers’ professional training. The history of the origin of cases as a learning tool is clarified. The interconnection of case studies with other methods of teaching and professional training is substantiated. The leading tasks of the case method (motivational, cognitive, communicative, and reflexive) are determined. A conclusion about the specifics of the characteristics of the language case, the problematic nature of the situation, the implicitness of the case problem, the appropriate amount of information, personalization, and professional orientation are formulated. The field structure of the case (informational, essential and technological areas) is analyzed. Features of bilingual cases and cases for future social workers’ bilingual training are outlined. Examples of different types of cases are given: cases - episodes without ending, case-essays, cases-chronicles and diaries, as well as cases for bilingual learning - motivational, cognitive, communicative and reflective ones. The author's development of a case for social workers’ bilingual training is presented and proposals for the implementation of several other cases of different types are given. 

Convergences and alignments between translanguaging and critical literacies work in bilingual classrooms

2019 ◽  
Vol 5 (1) ◽  
pp. 67-85 ◽  
Author(s):  
Sunny Man Chu Lau
Keyword(s):  
Critical Literacy ◽  
Bilingual Students ◽  
Literacy Events ◽  
Emergent Bilingual ◽  
Transformative Potential ◽  
Dynamic View ◽  
Critical Literacies ◽  
Central Tenet ◽  
Bilingual Learning ◽  
Emergent Bilingual Students

Abstract Translanguaging pedagogy, stemming from a dynamic view of bilingualism, aims to creatively mobilize students’ plural communicative repertoires for meaningful learning and destabilize hegemonic discourses about minoritized students and languages. It espouses in itself a criticality that raises awareness of the inequitable and arbitrary nature of language hierarchy, separation and marginalization for social justice purposes, a central tenet shared with critical literacy (CL) education. This paper explores the convergences and alignments between translanguaging pedagogy and CL and the affordances for critical bilingual learning when employed together. To examine the synergies between translanguaging and CL, I use Janks’ (2010) synthesis CL model to tease out their interconnections as well as their transformative potential when used jointly in bilingual classrooms. Elaborating on key literacy events from a CL project with emergent bilingual students, this paper illustrates how translanguaging opens up spaces for rigorous language and CL engagement.

The effect of a bilingual learning mode on the establishment of lexical semantic representations in the L2

2013 ◽  
Vol 17 (3) ◽  
pp. 572-588 ◽  
Author(s):  
IRINA ELGORT ◽  
ANNA E. PIASECKI
Keyword(s):  
Word Learning ◽  
Alternative Explanation ◽  
Learning Approach ◽  
Semantic Features ◽  
Semantic Representations ◽  
Lexical Semantic ◽  
Lexical Representations ◽  
Orthographic Representations ◽  
Bilingual Learning

Deliberate vocabulary learning is common in the L2, however, questions remain about most efficient and effective forms of this learning approach. Bilingual models of L2 word learning and processing can be used to make predictions about outcomes of learning new vocabulary from bilingual (L2–L1) flashcards, and these predictions can be tested experimentally. In the present study, 41 late adult German–English bilinguals learned 48 English pseudowords using bilingual flashcards. Quality of component lexical representations established for the studied items was probed using form priming and semantic priming. The results show that, although all participants were able to establish robust orthographic representations of the studied items, only bilinguals with large L2 vocabularies established high-quality lexical semantic representations. With neither the Revised Hierarchical Model (RHM) nor the Sense Model able to fully account for these findings, an alternative explanation based on a distributed semantic features view of word learning is proposed. Learning implications of the findings are discussed.

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