English Language Teaching and Bridging in Mother Tongue-Based Multilingual Education

Autor/in	Perfecto, Marianne Rachel G.
Titel	English Language Teaching and Bridging in Mother Tongue-Based Multilingual Education
Quelle	In: International Journal of Multilingualism, 19 (2022) 1, S.107-123 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perfecto, Marianne Rachel G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2020.1716771
Schlagwörter	Teaching Methods; Language of Instruction; Code Switching (Language); Recall (Psychology); Translation; Metalinguistics; Comparative Analysis; Learning Activities; Second Language Learning; Second Language Instruction; Grade 3; Grade 4; Multilingualism; English (Second Language); Foreign Countries; Language Usage; Language Teachers; Classroom Communication; Native Language; Native Language Instruction; Tagalog; Indonesian Languages; Malayo Polynesian Languages; Philippines + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching language; Unterrichtssprache; Abberufung; Metalanguage; Metasprache; Lernaktivität; Zweitsprachenerwerb; Fremdsprachenunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sprachgebrauch; Language teacher; Sprachunterricht; Klassengespräch; Native language education; Muttersprachlicher Unterricht; Indonesisch; Philippinen
Abstract	This paper shall describe the bridging strategies used by Grades 3 and 4 English teachers from schools in two regions in the Philippines to help their multilingual students transition from using the mother tongue as medium of instruction in the different subject areas to using English in the English classroom. Data were obtained through interviews, classroom observations and stimulated recall. Findings revealed that the teachers utilised different translanguaging strategies like direct translation, code-switching, metalinguistic comparison-contrast and metalinguistic explanation. These strategies used the various linguistic and semiotic resources of both students and teachers as mediating tools to allow more efficient teaching and learning and more active participation from students in the language learning activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01