Start Date
4-3-2017 11:45 AM
Description
Previous studies (Slavin & Cheung, 2005; Purkarthofer & Mossakowski, 2011) have argued that bilingual instruction provides an advantage over English-only instruction in second language (SL) learning and English learners in bilingual condition feel more satisfied with the teaching method. However, there is a discrepancy between language policy and practice. This study investigates which method of the two (bilingual vs. monolingual instruction) is more effective and satisfying ELL students. Experimental research focused on the perspectives of future educators was conducted to answer this question. The participants were selected from graduate and undergraduate students who are enrolled in the college of education at a large public university. The purpose of selecting participants from students majoring in education was for them, as future educators, to experience the different methods of second language instruction and to investigate their opinions about these two teaching methods. The participants were randomly assigned into two different classes and learned Korean vocabulary lesson on definitions and pronunciation. After they were exposed to each different teaching method, the students were tested on what they learned. The first part was on the performance of phonics and the second part of the test measured the performance of vocabulary comprehension. Afterward a survey was conducted to determine their method of preference as they considered applying this experience to their future work teaching English to ELLs. The results indicate that the bilingual method is more effective and the participants under bilingual conditions preferred their method significantly to the monolingual instruction. The monolingual instruction group presented negative perception of using only target language in second language instruction. This study can provide an effective teaching method to future educators and contribute to the development of SL teachers training and SL education.
Included in
Applied Linguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, First and Second Language Acquisition Commons, Higher Education Commons, Language and Literacy Education Commons, Other Languages, Societies, and Cultures Commons
Monolingual or Bilingual Approach: The Effectiveness of Teaching Methods in Second Language Classroom
Previous studies (Slavin & Cheung, 2005; Purkarthofer & Mossakowski, 2011) have argued that bilingual instruction provides an advantage over English-only instruction in second language (SL) learning and English learners in bilingual condition feel more satisfied with the teaching method. However, there is a discrepancy between language policy and practice. This study investigates which method of the two (bilingual vs. monolingual instruction) is more effective and satisfying ELL students. Experimental research focused on the perspectives of future educators was conducted to answer this question. The participants were selected from graduate and undergraduate students who are enrolled in the college of education at a large public university. The purpose of selecting participants from students majoring in education was for them, as future educators, to experience the different methods of second language instruction and to investigate their opinions about these two teaching methods. The participants were randomly assigned into two different classes and learned Korean vocabulary lesson on definitions and pronunciation. After they were exposed to each different teaching method, the students were tested on what they learned. The first part was on the performance of phonics and the second part of the test measured the performance of vocabulary comprehension. Afterward a survey was conducted to determine their method of preference as they considered applying this experience to their future work teaching English to ELLs. The results indicate that the bilingual method is more effective and the participants under bilingual conditions preferred their method significantly to the monolingual instruction. The monolingual instruction group presented negative perception of using only target language in second language instruction. This study can provide an effective teaching method to future educators and contribute to the development of SL teachers training and SL education.