TEACHING STRATEGIES FOR THE DUAL LANGUAGE PROGRAM
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Published:
Dec 21, 2018
Keywords:
Dual language teaching Language teaching strategies
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Abstract
This paper aims to provide conceptual details and framework for using the dual language program to enhance the language skills of students through the discussions of teaching methodology concerned. The presented details also demonstrates how concepts and techniques should be employed in the instruction in accordance with the recommended strategies. Moreover, the importance of multilingualism is shown in the section provided. The discussions are illustrated through the review of literature, previous studies on the related topics, and research findings which could be linked to the importance, benefits, and guidelines of using techniques to improve the language competencies of students effectively. All the sections are expected to help teachers or whoever concerned create effective and supportive language instruction using the dual language program.
Article Details
How to Cite
Janlawong, N., Laokhetkit, W., & Phappha, W. (2018). TEACHING STRATEGIES FOR THE DUAL LANGUAGE PROGRAM. Udon Thani Rajabhat University Journal of Humanities and Social Science, 7(2), 1–16. retrieved from https://so06.tci-thaijo.org/index.php/hsudru/article/view/179872
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Academic Article
References
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Bongolan, R. S. (2005). Six Key Strategies for Teachers of. Retrieved November 10, 2018, from https://uteach.utexas.edu/sites/default/files/ files/SixKeyStrategiesELL. pdf?fbclid=IwAR3yRBFpritjG8_0-YbxGGjzTxW3QwTlCxxUwzcFWFdkyTQa- 4WWf0N-dbk
British Council. (2013). The English Effect. Retrieved November 11, 2018, from https://www.britishcouncil.org/organisation/policy-insight-research/research/ the-english-effect
California Association for Bilingual Education. (2017). DUAL LANGUAGE IMMERSION PROGRAM MODELS. Retrieved November 10, 2018, from http://www.di. gocabe.org/get-started/program-and-implementation-models/di-program -models/
Christen, A. (2009). Transforming the classroom for collaborative learning in the 21st century. Techniques: Connecting Education and Careers. Techniques: Connecting Education and Careers (J1), 84(1), 28-31.
Confucius Institute Headquarters (Hanban). (2018). An Analysis of the Certificate Examination Syllabus for Teacher of Chinese to Speakers of Other Languages. Beijing: People’s Education Press.
Fenner, D. S. (2017). Implementing CCSS in Dual Language Programs: Challenges and Resources (Part II). Retrieved November 10, 2018, from http://www. colorincolorado.org/blog/implementing-ccss-dual-language-programs-challenges-and-resources-part-ii
Fenner, D. S., & Breiseth, L. (2017). Dual Language Instruction: An Overview (Part I). Retrieved November 10, 2018, from http://www.colorincolorado. org/blog/dual-language-instruction-overview-part-I
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north. Language Teaching, 35(1), 1-13.
Gustafsson, J. (2003). What do we know about the effects of school resources on educational results? Swedish Economic Policy Review, 10(13), 77-110.
Johnston, B., & Janus, L. (2003). Teacher Professional Development of the Less Commonly Taught Languages. Minneapolis, MN: Center for Advanced Research on Language Acquisition.
Kárpáti, A. (2009). Teacher training and professional development. Retrieved November 14, 2018, from http://econ.core.hu/file/download/greenbook /chapter8.pdf
Kennedy, B., & Medina, J. (2017). Dual Language Education: Answers to Questions From the Field. Retrieved November 14, 2018, from https://www.massmabe.org/resources/Documents/CAL%20Practitioner%20Brief%20Dual%20Language%20Education%20Sept2017.pdf
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Modern Language Association. (2007). Foreign Languages and Higher Education: New Structures for a Changed World. Retrieved November 14, 2018, from https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/Foreign-Languages-and- Higher-Education-New-Structures-for-a-Changed-World
Mourshed, M., Chijioke, C., & Michael, B. (2010). How the world’s most improved school systems keep getting better. Retrieved from https://www. mckinsey.com/~/media/mckinsey/industries/social%20sector/our%20insights/how%20the%20worlds%20most%20improved%20school%20systems%20keep%20getting%20better/how_the_worlds_most_improved_school_systems_keep_getting_better.ashx
OECD. (2005). Teachers matter. Attracting, Developing and Retaining Effective Teachers. Retrieved November 10, 2018, from http://www. oecd.org/ document/9/0,3343,en_2649_39263231_11969545_1_1_1_1,00.html
OECD. (2016). Global Competency for an Inclusive World. Retrieved November 10, 2018, from https://www.oecd.org/pisa/aboutpisa/Global-competency- for-an-inclusive-world.pdf
Richards, C. J. (2006). Communicative Teaching Today. New York: Cambridge University Press.
Solanki, D., & Phil, M. (2012). Use of Technology in English Language Teaching and Learning. Mumbai: Sardar Patel University.
Stein-Smith, K. (2017). The Multilingual Advantage: Foreign Language as a Social Skill in a Globalized. International Journal of Humanities and Social Science, 7(3), 48-56.
Thomas, W. P., & Collier, V. P. (2012). Dual language education for a transformed world. Albuquerque, NM: Fuente Press.
Valentino, R. A., & Reardon, S. F. (2014). Effectiveness of four instructional programs designed to serve English learners: Variation by ethnicity and initial English proficiency. Retrieved November 10, 2018 from https://cepa.stanford.edu/sites/default/fles/Valentino_Reardon_EL%20Programs_12_15_14.pdf
Bongolan, R. S. (2005). Six Key Strategies for Teachers of. Retrieved November 10, 2018, from https://uteach.utexas.edu/sites/default/files/ files/SixKeyStrategiesELL. pdf?fbclid=IwAR3yRBFpritjG8_0-YbxGGjzTxW3QwTlCxxUwzcFWFdkyTQa- 4WWf0N-dbk
British Council. (2013). The English Effect. Retrieved November 11, 2018, from https://www.britishcouncil.org/organisation/policy-insight-research/research/ the-english-effect
California Association for Bilingual Education. (2017). DUAL LANGUAGE IMMERSION PROGRAM MODELS. Retrieved November 10, 2018, from http://www.di. gocabe.org/get-started/program-and-implementation-models/di-program -models/
Christen, A. (2009). Transforming the classroom for collaborative learning in the 21st century. Techniques: Connecting Education and Careers. Techniques: Connecting Education and Careers (J1), 84(1), 28-31.
Confucius Institute Headquarters (Hanban). (2018). An Analysis of the Certificate Examination Syllabus for Teacher of Chinese to Speakers of Other Languages. Beijing: People’s Education Press.
Fenner, D. S. (2017). Implementing CCSS in Dual Language Programs: Challenges and Resources (Part II). Retrieved November 10, 2018, from http://www. colorincolorado.org/blog/implementing-ccss-dual-language-programs-challenges-and-resources-part-ii
Fenner, D. S., & Breiseth, L. (2017). Dual Language Instruction: An Overview (Part I). Retrieved November 10, 2018, from http://www.colorincolorado. org/blog/dual-language-instruction-overview-part-I
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north. Language Teaching, 35(1), 1-13.
Gustafsson, J. (2003). What do we know about the effects of school resources on educational results? Swedish Economic Policy Review, 10(13), 77-110.
Johnston, B., & Janus, L. (2003). Teacher Professional Development of the Less Commonly Taught Languages. Minneapolis, MN: Center for Advanced Research on Language Acquisition.
Kárpáti, A. (2009). Teacher training and professional development. Retrieved November 14, 2018, from http://econ.core.hu/file/download/greenbook /chapter8.pdf
Kennedy, B., & Medina, J. (2017). Dual Language Education: Answers to Questions From the Field. Retrieved November 14, 2018, from https://www.massmabe.org/resources/Documents/CAL%20Practitioner%20Brief%20Dual%20Language%20Education%20Sept2017.pdf
Manning, R. (2015). Study: Portland Immersion Students Become Better Readers, English Speakers. Retrieved November 11, 2018, from https://www. opb.org/news/article/study-portland-immersion-students-become-better- readers-english-speakers/
Modern Language Association. (2007). Foreign Languages and Higher Education: New Structures for a Changed World. Retrieved November 14, 2018, from https://www.mla.org/Resources/Research/Surveys-Reports-and-Other-Documents/Teaching-Enrollments-and-Programs/Foreign-Languages-and- Higher-Education-New-Structures-for-a-Changed-World
Mourshed, M., Chijioke, C., & Michael, B. (2010). How the world’s most improved school systems keep getting better. Retrieved from https://www. mckinsey.com/~/media/mckinsey/industries/social%20sector/our%20insights/how%20the%20worlds%20most%20improved%20school%20systems%20keep%20getting%20better/how_the_worlds_most_improved_school_systems_keep_getting_better.ashx
OECD. (2005). Teachers matter. Attracting, Developing and Retaining Effective Teachers. Retrieved November 10, 2018, from http://www. oecd.org/ document/9/0,3343,en_2649_39263231_11969545_1_1_1_1,00.html
OECD. (2016). Global Competency for an Inclusive World. Retrieved November 10, 2018, from https://www.oecd.org/pisa/aboutpisa/Global-competency- for-an-inclusive-world.pdf
Richards, C. J. (2006). Communicative Teaching Today. New York: Cambridge University Press.
Solanki, D., & Phil, M. (2012). Use of Technology in English Language Teaching and Learning. Mumbai: Sardar Patel University.
Stein-Smith, K. (2017). The Multilingual Advantage: Foreign Language as a Social Skill in a Globalized. International Journal of Humanities and Social Science, 7(3), 48-56.
Thomas, W. P., & Collier, V. P. (2012). Dual language education for a transformed world. Albuquerque, NM: Fuente Press.
Valentino, R. A., & Reardon, S. F. (2014). Effectiveness of four instructional programs designed to serve English learners: Variation by ethnicity and initial English proficiency. Retrieved November 10, 2018 from https://cepa.stanford.edu/sites/default/fles/Valentino_Reardon_EL%20Programs_12_15_14.pdf
