Fostering Bilingual Scientific Writing through a Systematic and Purposeful Code-Switching Pedagogical Strategy

Autor/inn/en	Archila, Pablo Antonio; Molina, Jorge; Truscott de Mejía, Anne-Marie
Titel	Fostering Bilingual Scientific Writing through a Systematic and Purposeful Code-Switching Pedagogical Strategy
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 6, S.785-803 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archila, Pablo Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1516189
Schlagwörter	Bilingual Education; Science Education; Biology; Content Area Writing; Persuasive Discourse; Writing Skills; Teaching Methods; Instructional Effectiveness; English (Second Language); Spanish; Code Switching (Language); Formative Evaluation; Learner Engagement; Undergraduate Students; Late Adolescents; Private Colleges; Foreign Countries; Self Efficacy; Colombia (Bogota) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Naturwissenschaftliche Bildung; Biologie; Schriftliche Übung; Persuasion; Persuasive Kommunikation; Writing skill; Schreibfertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Halbstarker; Privathochschule; Ausland; Self-efficacy; Selbstwirksamkeit
Abstract	English dominates as an international language for science and research. Consequently, this is the most widely used language in university bilingual (e.g. Spanish-English, Chinese-English, Swedish-English) science courses around the world. However, very little is known about how to foster bilingual scientific writing in these types of courses. This article describes the effect of a systematic and purposeful code-switching pedagogical strategy in fostering undergraduates' bilingual scientific writing. Participants were 76 students (41 female and 35 male, 17-23 years old) enrolled in a university bilingual (Spanish-English) Biology course in Colombia. The data used in this analysis were derived from students' argumentative written productions, and audio and video recordings. The findings show that this systematic and purposeful code-switching pedagogical strategy was not only a useful basis for promoting students' bilingual scientific writing but also a valuable way for students to gain confidence in their foreign language written skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01