What can English teachers prepare to teach a bilingual class?
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Diskusi 6 Sociolinguistics and Language Teaching
Upon
completing the course, students are expected to understand the basic concept of
bilingualism and multilingualism, multilingual discourse, and bilingual and
multilingual education. Therefore, you will need to read your BMP Module-6,
Materi Inisiasi 6, and some additional materials provided before you answer the
questions.
Discuss
the following questions:
What
can English teachers prepare to teach a bilingual class?
This
is an individual task. Please complete the discussion task on time. You are
also expected to respond to your colleagues’ answers.
Answer:
According to Jufrizal and Refnaldi (2017),
bilingualism refers to the capacity to utilize two or more languages
competently enough to engage in casual conversations to some extent or to
habitually use two languages in informal settings, and multilingualism pertains
to the capability of using three or more languages, either independently or in
different degrees of language blending.
Garcia (2009) argues that bilingualism has important
implications for English as a Foreign Language (EFL) teaching. One of the main
benefits of bilingualism is that it can enhance learners' cognitive and
linguistic development. For example, bilingual learners tend to have greater
metalinguistic awareness, better problem-solving skills, and more flexible
thinking than monolingual learners. These cognitive benefits can transfer to
the learning of English and support learners' language development. Another
implication of bilingualism in EFL teaching is that it can help learners make
connections between English and their first language (L1). Bilingual learners
have a unique perspective on language learning because they have knowledge of
two languages. By leveraging this knowledge, EFL teachers can help learners
understand the similarities and differences between English and their L1, which
can facilitate the learning process.
Garcia (2009) also notes that bilingualism can be a
valuable resource in EFL classrooms. Bilingual learners can serve as language
resources for their peers, providing support and feedback on language use.
Moreover, they can serve as cultural ambassadors, helping to promote
intercultural understanding and respect in the classroom.
According to Garcia (2009), English teachers who are
preparing to teach a bilingual class should take into consideration the
following:
- Understand the students' language backgrounds: English teachers should be aware of the language backgrounds of their students and their level of proficiency in both English and their native language. This can help teachers tailor their instruction to meet the needs of their students.
- Incorporate students' culture: Teachers should also incorporate the students' culture into their lessons. This can help students connect with the material and feel valued in the classroom.
- Use bilingual teaching strategies: English teachers should use bilingual teaching strategies to help students learn content in both languages. This can include using bilingual dictionaries, providing instruction in both languages, and using cross-linguistic connections to support students' learning.
- Provide language support: English teachers should provide language support to their students to help them develop their English proficiency. This can include providing English language instruction, offering language support services, and creating a language-rich environment in the classroom.
- Partner with bilingual colleagues: English teachers should partner with bilingual colleagues to share resources and strategies for teaching bilingual students. This can help teachers improve their instruction and support their students' learning.
By taking into consideration these factors, English
teachers can effectively prepare to teach a bilingual class and support the
academic success of their students.
References:
Jufrizal
and Refnaldi. 2017. Buku Materi Pokok MPBI5302/3SKS/Modul 1-9:
Sociolinguistics and Language Teaching. Tangerang Selatan, Banten:
Universitas Terbuka.
García, O. 2009. Bilingual education in the 21st
century: A global perspective. Malden, MA: Wiley-Blackwell