Bilingual University Science Courses: A Questionnaire on Professors' Practices and Espoused Beliefs

Autor/inn/en	Archila, Pablo Antonio; Truscott de Mejía, Anne-Marie
Titel	Bilingual University Science Courses: A Questionnaire on Professors' Practices and Espoused Beliefs
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 2, S.132-152 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archila, Pablo Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1334756
Schlagwörter	Bilingual Education; Science Instruction; College Science; College Faculty; Teacher Attitudes; Science Teachers; Language of Instruction; Undergraduate Study; Bilingualism; Language Usage; Foreign Countries; Spanish; English (Second Language); Teacher Characteristics; Colombia + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fakultät; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching language; Unterrichtssprache; Grundstudium; Bilingualismus; Sprachgebrauch; Ausland; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Kolumbien
Abstract	Bilingual practices in university science courses are on the rise because of the internationalization of higher education. However, little is known about bilingual science teaching practices (BTP) of professors and their beliefs about this type of practice. In this exploratory study, a questionnaire was designed, adapted and applied to explore the BTPs of professors and their espoused beliefs about bilingual practices in university science courses in a Colombian university. The participants were 20 science professors who were asked to complete a twenty eight-item questionnaire. Findings indicate that a high number of participants espoused positive beliefs about the key role of bilingualism and English in undergraduate courses in the construction of an international academic view of science. Nevertheless, their BTPs were limited and they did not take advantage of bilingualism to enrich undergraduates' conceptual knowledge, bilingual repertoires, and scientific skills. Outcomes highlight the need to help professors understand the potential of bilingualism as a resource in the science classroom. This study also suggests that bilingual science professors' practices and beliefs should be considered as crucial elements in the building of research-based policies aimed at legitimating bilingual practices in university science courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01