Using notions of scaffolding and intertextuality to understand the bilingual teaching of English in Thailand

Forman, Ross G.

doi:10.1016/j.linged.2008.07.001

Cited by 19 publications

(12 citation statements)

References 26 publications

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“…This study also in line with the previous findings from some scholars (Forman 2008, Galvan-Luis, 2010, p.76, Sanders 2010, p.106) that the bilingual model -use two language native and target language as language instructionhave positive contribution toward students' academic performance. Bilingual model also can exploit students' motivation in learning English.…”

Section: Extract 7)supporting

confidence: 92%

“…Bilingual model gave positive contribution toward students' English proficiency (Forman 2008, Galvan-Luis, 2010, p.76, Sanders 2010, p.106) Among four model of bilingual settings, the best improvement in English language proficiency belongs to dual language 90:10 instructional program, followed by transitional bilingual, dual language 50:50, and English instructional programs (Galvan-Luis, 2010, p.76). Furthermore, bilingual model can also give contribution toward students' motivation in learning English.…”

Section: Introductionmentioning

confidence: 98%

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Bilingual-based Instruction in Teaching English for Academic Purposes at Islamic University

Nurpahmi

Rahman

Salija

2018

JLTR

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Abstract-This paper investigates the implementation of bilingual based instruction in teaching English for Academic purposes at Islamic University. It was investigated by using case study with single case study at Indonesian Islamic University. The findings showed that the lecturer used English and Indonesian as a language interaction. The functions of Indonesian used by the lecturer were to translate, clarify, explain, lexical gap, address specification, and address affection. The lecturer sometimes alternated her language unconsciously. Lecturer's language functions not only as language instruction but also as language source. This bilingual based instruction facilitated more exposure to the students; therefore the students can imitate lecturer's language, then they can practice the language, finally, they can acquire the language.

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Section: Extract 7)supporting

confidence: 92%

Section: Introductionmentioning

confidence: 98%

Bilingual-based Instruction in Teaching English for Academic Purposes at Islamic University

Nurpahmi

Rahman

Salija

2018

JLTR

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“…Numerous studies have documented bilingual teaching, codeswitching and CODE CHOICE (emphasising learner choice during classroom interaction and teacher choices in curriculum design and teaching practice (Levine 2011)) in a range of English language classrooms around the world, for example in Botswana (Arthur 1996); Brazil (Fabrício & Santos 2006) Germany (Butzkamm 1998); Hong Kong (Pennington 1995;Lin 1996;Carless 2002Carless , 2004Carless , 2008Littlewood & Yu 2011); Hungary (Harbord 1992;Nagy & Robertson 2009); Italy (Moore 2002); Japan (Hobbs, Matsuo & Payne 2010); Malta (Camilleri 1996); South Africa (Adendorff 1996); South Korea (Liu et al 2004;Kang 2008); Spain (Unamuno 2008); Sri Lanka (Canagarajah 1999); Sweden (Cromdal 2005); Thailand (Forman 2007(Forman , 2008; and Turkey (Eldridge 1996;Ustunel & Seedhouse 2005). Studies from Canada, with its particular history of bilingual education, also document own-language use and code choices (e.g.…”

Section: Acknowledging Own-language Usementioning

confidence: 99%

Own-language use in language teaching and learning

Hall¹,

Cook²

2012

Lang. Teach.

371

192

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Until recently, the assumption of the language-teaching literature has been that new languages are best taught and learned monolingually, without the use of the students’ own language(s). In recent years, however, this monolingual assumption has been increasingly questioned, and a re-evaluation of teaching that relates the language being taught to the students’ own language has begun. This article surveys the developing English language literature on the role of students’ own language(s) in the language classroom. After clarifying key terms, the paper charts the continuing widespread use of students’ own languages in classrooms around the world and the contemporary academic and societal trends which have led to a revival of support for this. It then explores key arguments which underpin this revival, and reviews a range of empirical studies which examine the extent and functions of own-language use within language classrooms. Next, the article examines the support for own-language use that a range of theoretical frameworks provide, including psycholinguistic and cognitive approaches, general learning theory and sociocultural approaches. Having explored the notion of ‘optimal’ in-class own-language use, the article then reviews research into teachers’ and students’ attitudes towards own-language use. It concludes by examining how a bilingual approach to language teaching and learning might be implemented in practice.

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“…For example, instead of dismissing a student's non-target-like answer as wrong, the teacher in Tsui (2004a) showed understanding of 26 Final Draft the student's way of thinking and made an effort to guide the student to produce a correct linguistic representation of her knowledge. The instructional discourse enacted by those more effective teachers displays features of scaffolding (see Gibbons, 2002;Wood, Bruner & Ross, 1976), a sociocultural concept of learning that has been used widely and broadly to refer to how teachers (or experts) may guide students' (or novices') learning through verbal interaction (see the recent discussion in Forman, 2008).…”

Section: Final Draftmentioning

confidence: 99%

Sociocultural perspectives on teacher language awareness in form-focused EFL classroom instruction

Luk

Wong

2010

Linguistics and Education

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A teacher's language awareness (TLA) is generally believed to have a significant impact on grammar or form-focused (FonF) instruction. TLA has traditionally been assumed to be a cognitive construct. A more recent view on TLA argues for its sociocultural significant in second language learning. This paper builds on this recent view and attempts to illuminate the need to incorporate sociocultural perspectives on TLA in FonF instruction. Through a micro-analysis of four naturally occurring FonF instructional episodes from a Hong Kong EFL classroom, we identify problems with the teacher's form-focused instructional discourse and discuss how these problems may have revealed the teacher's lack of awareness of the sociocultural nature of form-meaning connections, the role of learners' previous embodied experiences as meaning-makers, and of the need to establish intersubjective understanding with the learners about the multiple texts and contexts that the learners might be drawing on in the meaning-making process. Implications will be drawn with a view to facilitating EFL teachers' form-focused instructional discourse.

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Using notions of scaffolding and intertextuality to understand the bilingual teaching of English in Thailand

Cited by 19 publications

References 26 publications

Bilingual-based Instruction in Teaching English for Academic Purposes at Islamic University

Bilingual-based Instruction in Teaching English for Academic Purposes at Islamic University

Own-language use in language teaching and learning

Sociocultural perspectives on teacher language awareness in form-focused EFL classroom instruction

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