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Given that EFL is playing an important role in the national education system of Vietnam for its development and global integration, this paper proposes a bilingual education program with both Vietnamese and English subjects for primary schools. Descriptions and justifications for the proposed program are presented in details. Also, teaching methods and assessments are analyzed. As a pilot, this program is hoped to be widely implemented.
Rajabhat Chiang Mai Research Journal
A survey on teachers' attitudes towards bilingual education (Thai-Tai Yai based) for border schools in Mae Hong Son, Thailand2023 •
This paper a i m ed t o carry out a preliminary survey on teachers' attitudes towards bilingual education (Thai-Tai Yai based) for local schools in border areas of Pang Mu areas, Mueang district of Mae Hong Son Province of Thailand, to reveal 1) the feasibility and requirements of implementing MTB program(s) in border schools; 2) the nature and implementation of MTB materials; and 3) the nature and implementation of MTB curricula. The research population was 109 teachers from 18 educational institutions. The research instruments were 1) a survey form about language and language use i n s c h o o l s and 2) a questionnaire consisting of five sections: basic information of the respondents; opinions on the management of bilingual education; cost and need for creating primary bilingual media, bilingual courses; and suggestions, respectively. Data were analyzed quantitatively and qualitatively by using frequency, percentage, summation, and arithmetic mean. The results were that (1) the teachers were not ready for any form and aspect of teaching instructions-having few costs and making few demands for building and creating media for bilingual instructions in five related issues as follows: solid foundational media; primary media for listening-speaking Thai; preparation for reading-writing the Thai language; development of reading-writing skills in Tai Yai language with Thai characters; and enhancement of reading-writing skills with reading materials in Tai Yai language; (2) the teachers have few costs and needs for creating a bilingual model course in their schools on eight bases, namely: educational standards; Thai/Tai Yai languages; Thai/Tai Yai cultures; local needs conformity; basic language skills; multicultural understanding, Tai Yai cultural conservation; and teaching plans in bi/multilingual education, and; (3) the teachers lack knowledge, understanding of bi/multilingualism principles, and experiences. Conclusively, bilingual (Thai-Tai Yai) education was not a ready requirement for schools in Mae Hong Son border areas.
2021 •
Bilingual Education is teaching an academic subject in two languages, i.e. a mother language (first language L1) and a second language (L2), with various amounts in an instructed program models. The early viewpoint about the brain tends to assert that learning an L2 negatively affects the L1 by dismissing it outside the brain, and it emphasizes that the idea of bilingualism creates a problem in the teaching process. The late researches on bilingualism disapprove the conclusions of the early researches come with and make it clear that persons who speak two languages (bilinguals) have cognitive merits much more than those who speak just one language (monolinguals). As for bilingual education in recent times, there are still contradictory opinions. Some believe that learning the first language (L1) will not hurt the second one (English) and that new knowledge learned in L1 will gradually transfer to the second language, English. On the other side, some maintain that developing the L1 w...
JEELS (Journal of English Education and Linguistics Studies)
English – Majored Students’ Perceptions on Teachers’ Use Of Vietnamese In EFL ClassroomsPrevious studies were conducted to discover the use of L1 in EFL classrooms, however, few studies investigated the students’ perception towards the teachers’ use of L1 in EFL classrooms, especially those for English – majored students. The present study was conducted to examine English – majored students’ perceptions towards their teachers’ use of mother tongue as Vietnamese in EFL classrooms in a university in Mekong Delta, Vietnam. The research was designed as a descriptive study with the mixed method using questionnaire and interview as the research instruments. There were 131 participants in this research. The findings of the study revealed that students preferred teachers’ use of mother tongue in the specialized classes (linguistics course, literal courses, and interpretation and translation courses, etc.), grammar courses, and some activities such as explaining incomprehensible words. However, they wished to have more English instruction in language skills classes to enhance t...
This article analyzes the importance of the L1 use in EFL classrooms and seeks answers to the question of when and how to use the mother tongue in EFL classrooms in Vietnam and all over the world. The paper begins with a glimpse in the historical sequence of the six most-recognized ELT approaches and methods, which will highlight periodic changes in the role of L1 in the L2 teaching. The article then looks at some interesting current trends in English language teaching methodology with reference to the context of Vietnam. Finally, the paper clarifies some benefits as well as disadvantages of using the L1 in the L2 classroom before coming up with the conclusion and recommendations in terms of how and when to use (or to allow the use of) the students' native language in the EFL classroom.
2010 •
The Asian Journal of Applied Linguistics
A J A L Teaching English to young learners in Vietnam: From policy to implementationThis paper analyses and evaluates the current national language policy adopted at the Vietnamese primary education level and its implementation in classroom practice. The study was conducted as an exploratory case study with data from three viewpoints to explore how well the language policy is enacted in state schools in Vietnam. The findings reveal that the policy has brought considerable benefits to Vietnamese educational stakeholders. Vietnam has witnessed a lot of responses to this national language policy such as restructuring the English programmes, writing a new series of textbooks; and training and retraining English primary school teachers. However, the policy also shows a lack of alignment with its implementation due to poor planning.
In 1995, the first bilingual education program was developed in Thailand appearing with the establishment of the country's first and biggest private bilingual school, Sarasas School, aiming to fulfill the need of Thai-modern population development. The bilingual education, moreover, has been recognized by the Office of Non-formal and Informal Education under the Ministry of Education as an important instrument to achieve the goal of the country’s lifelong education stated in the National Education Act of 1999 highlighting on Thai students’ English competence development for lifelong learning in the 21st century world. During the last decades, bilingual education in the country has been experiencing a significant challenge needed to be addressed identified as a lack of Thai qualified bilingual teachers. This article reviewing bilingual education in Thailand consists of four main parts: 1) Background of bilingual education in Thailand, 2) The implementation of bilingual education in Thailand, 3) Limitation of bilingual education in Thailand, and 4) Thailand bilingual education case study of Sarasas School.
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