Students' Appraisals of Their Bilingual Experience in a Monolingual Italian Reality: Suggestions for Improvement

Autor/in	Ting, Yen-Ling Teresa
Titel	Students' Appraisals of Their Bilingual Experience in a Monolingual Italian Reality: Suggestions for Improvement
Quelle	In: International Journal of Bilingual Education and Bilingualism, 26 (2023) 9, S.1097-1110 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ting, Yen-Ling Teresa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.2016597
Schlagwörter	Monolingualism; Student Attitudes; High School Students; Language Attitudes; English (Second Language); Italian; Language Fluency; Bilingual Education; Second Language Learning; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Italienisch; Language skill; Language skills; Sprachkompetenz; Bilingual teaching; Bilingualer Unterricht; Zweitsprachenerwerb; Ausland; Italien
Abstract	As increasingly more upper secondary schools mainstream bilingualism via an array of strategies, databases collecting students' appraisals of their bilingual experiences become invaluable for informing practice. This paper discusses how the ADiBE Interview Protocol was adapted to efficiently collect candid appraisals from 99 students attending a high school in highly monolingual southern Italy. Students welcomed the opportunity to shape their instruction, generating a database of commentaries from which 11 thematic issues emerged: three related to improved language competence, personal growth and general satisfaction, while eight themes called for attention to methods, materials, classroom management and even scheduling. Appraisals are presented, alongside brief discussions regarding implications for teacher-training, task-diversity, task-choice and translanguaging strategies for optimizing the shared L1 in monolingual classrooms. That said, appraisals also unveiled expectations for native-speaking English-fluent Content-experts, which, in contexts such as ours, is not only unrealistic, but depreciates Content-experts who, although may not be fluent in English, know content very well. Appraisals indicate that students appreciate the opportunity for receiving bilingual instruction and are willing to put in extra work to learn 'complex upper secondary content through a foreign language', a challenge they feel could be rendered more manageable via more learner-centred, language-aware and inclusive pedagogies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01