Bilingual Teaching Practices in University Science Courses: How Do Biology and Microbiology Students Perceive Them?

Autor/inn/en	Archila, Pablo Antonio; de Mejía, Anne-Marie Truscott
Titel	Bilingual Teaching Practices in University Science Courses: How Do Biology and Microbiology Students Perceive Them?
Quelle	In: Journal of Language, Identity, and Education, 19 (2020) 3, S.163-178 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archila, Pablo Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2019.1654868
Schlagwörter	Bilingual Education; College Science; Biology; College Students; Student Attitudes; Foreign Countries; Teaching Methods; Global Approach; English (Second Language); Study Habits; Colombia (Bogota) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Biologie; Collegestudent; Schülerverhalten; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Globales Denken; English as second language; English; Second Language; Englisch als Zweitsprache; Study behavior; Study behaviour; Studienverhalten
Abstract	Internationalization of university curricula is the main reason why the number of bilingual teaching practices (BTPs) in university courses is on the rise around the world. This article reports the perceptions of this type of practice from 70 science students (43 females and 27 males, 17-24 years old) from a Colombian university. A questionnaire was designed, adapted and applied specifically for this investigation. Three major findings were arrived at: (a) a significant percentage of participants perceived that "readings in English" is the most common BTP assigned by their Biology and/or Microbiology course professors. However, a high number of participants perceived that "lectures conducted in English," "written tasks," and "oral presentations" in English were not very common in their Biology and/or Microbiology courses. (b) An "Online translator" (e.g., Google Translate™) is the most common bilingual science study technique (BSST) used by participants, and (c) the majority of participants perceived that the English language plays a key role in the professional development of biologists and microbiologists. Educational implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01