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Educational Innovations and Emerging Technologies
ISSN:2737-5315
Frequency: Quarterly Published by lIKll


Open Access Research Paper
 EIET 2022/12
Vol.2, Iss.4 : 1-10
https://doi.org/10.35745/eiet2022v02.04.0001

Case Study of Bilingual Program in Junior High School in Southern Taiwan


Kuan-Yu Chen1*
1Department of English, National Kaohsiung Normal University, Kaohsiung 80201, Taiwan


Abstract:
The national policy for bilingual education was declared in 2017 in Taiwan. Since then, Taiwan has been on the way to becoming a bilingual nation by 2030. Relevant plans, workshops, and immersion teaching activities have been proposed and challenged teachers in Taiwan. Based on such outcomes, we investigate students’ attitudes toward bilingual programs and the importance of code-switching and mixing in teaching. The data analysis and findings indicate that 1) students’ English proficiency does not affect their attitudes toward the bilingual program, 2) there are no gender differences in the attitudes toward the bilingual program, 3) teachers usually code-switch and mix when asking students questions, explaining the steps and main ideas, and repeating the instructions or descriptions, and 4) the code-switching and mixing are essential when students learn the course content in the bilingual class. According to such findings, teachers can supplement their bilingual teaching. Besides, foreign teachers are considerably helpful in building a proper bilingual learning environment. With them, students participate in language learning more actively. This study result can be a reference for educational administrations for their planning.

Keywords:  Bilingual education, Code-switching, Code-mixing, Language immersion

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Received:October 30, 2022; Revised:November 15, 2022; Accepted:November 30, 2022; Published:December 30, 2022
*Corresponding author; e-mail: 811012301@mail.nknu.edu.tw


Citation:Chen, K.Y.(2022). Case Study of Bilingual Program in Junior High School in Southern Taiwan. Educational Innovations and Emerging Technologies, 2(4), 1-10. https://doi.org/10.35745/eiet2022v02.04.0001

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Copyright: © 2022  The Author(s). Published with license by IIKII, Singapore. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (CC BY), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
 

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