Critically exploring what the term bilingual education means in an international context in an IB PYP school in China
Critically exploring what the term bilingual education means in an international context in an IB PYP school in China
Bilingual Education
Porter, R (2019, March 22). Bilingual Education. Pro English Organisation. Retrieved from https://proenglish.org/bilingual-education/
Porter (2019) argues that bilingual education does not work and that English immersion programs are the best way forward. However, across the USA, bilingual education is a default mode of teaching that segregates learners into separate language groups. This study cites court cases in the USA against bilingual programs stating that English immersion mode is best. It does not discuss the differentiation of age groups and at what stage one makes a change from home language to school language of instruction and how this links to the language of the community. This does not address how to best instruct Chinese native speakers in a bilingual kindergarten in China or how to best prepare them for the IB PYP once they leave kindergarten. Many research questions and gaps meaning that this article will not form part of my research.
Monolingual International Schools
Murphy, E. (2003). Monolingual international schools and the young non-English-speaking child. Journal of Research in International Education, 2(1), 25-45.
Murphy (2003) suggests some ways in which teachers can deal with some of the deleterious effects of monolingual schools and provides some solutions. The author draws from data from three case studies and early childhood development literature to discuss the effects of first language deprivation, cultural dissonance and subtractive and additive bilingualism effects on early childhood development. The article is helpful as it supports additive bilingualism and mother tongue support methods. The main limitation is that this paper focuses on children of expats who are foreign native English speakers in China. The author admits there is a dearth of research material that applies directly to non-native speakers of English and this paper does noting to address this question in my teaching context.
Challenges for a new bilingual program: Implementing the International Baccalaureate Primary Years Programme in four Colombian schools
Lochmiller, C. R., Lucero, A., & Lester, J. N. (2016). Challenges for a new bilingual program: Implementing the International Baccalaureate Primary Years Programme in four Colombian schools. Journal of Research in International Education, 15(2), 155-174.
Lochmiller et. al. (2016) provide empirically grounded research drawing on data on PYP implementation in Colombia. The aims were to examine teacher perceptions of PYP implementation in a bilingual context drawing from analysis of 19 teacher interviews across four schools. Their research is directly relevant to my contexts as many issues discussed are identical. Limitations are the brief time researchers spent at each school site meaning this paper does not identify how teachers solve problems identified, however, this is a highly relevant paper addressing many of my research questions
Collaboration between ESL and Content Teachers: How Do We Know When We Are Doing it Right?
Davison, C. (2006). Collaboration between ESL and content teachers: How do we know when we are doing it right?. International Journal of Bilingual Education and Bilingualism, 9(4), 454-475.
Davison (2008) explores the process of co-planning and teaching between English as a Second Language (ESL) and content teachers with a focus on partnerships. Through researching these relationships using a question and answer techniques he hopes to redress the research gap in this area on the critical discussion on what is effective collaboration and varying levels of efficacy so that realistic goals can be set. Despite extensive research, most have previously tended to focus on teaching methods or techniques to use in class. Whilst this analysis of the background and reasons for negative perceptions of ESL teachers, the author has failed to provide concrete solutions to promote healthier working relationships between both sets of teachers. Therefore whilst this article is useful in discussing how to effectively deliver an IB PYP inquiry program in a bilingual setting, the limited useful takeaways on how to address both sets of teachers needs is lacking
Native speakers in linguistic imperialism
Phillipson, R. (1992). Linguistic imperialism. The Encyclopedia of Applied Linguistics, 1-7.
Within this study of native English speaking teachers performance in six Asian continents, qualifications of native speakers as fit to practice is questioned. Here Phillipson (2010) outlines five fallacies that underpin the native speaker export business and provides evidence of linguistic imperialism that serves to strengthen Western interests. Despite this paper primarily being focused on dismantling the supremacy of the native English speaker it does provide a range of critical discussion points worthy of reflection that can be directly applied to my teaching context. In particular, Phillipson (2010) provides a strong argument that Native English Speaking Teachers should be increasingly multilingual, expert and multicultural rather than the monolingual and unqualified teachers one generally encounters in Asia. As IB PYP is a huge export growth business in China, incorporating more specific examples applied to younger learners would help to ensure teachers were more fully aware of their responsibilities in a bilingual context and how to be more fully equipped linguistically culturally and pedagogically which is the current unaddressed need.
Bilingualism in International Baccalaureate programmes, with particular reference to international schools
Carder, M. (2006). Bilingualism in International Baccalaureate programmes, with particular reference to international schools. Journal of research in international education, 5(1), 105-122.
Carder (2006) article discusses bilingualism in the IB context with supportive research showing the advantages of bilingualism with recommendations for some changes. The author explores the various IB programs to see how bilingualism and language development is addressed and strongly argues against subtractive bilingualism which has negative consequences for students. An insightful article in that it points to IB Bilingual guides that may provide a way forward to my teaching context. Limitations of this study are that this paper does not fully address what bilingual model is appropriate to an international school for Chinese nationals learning English as research is carried out on the Vienna International school for children of expat English native speaker countries.
The Hegemony of English as a Global Language: Reclaiming Local Knowledge and Culture in China
Guo, Y., & Beckett, G. H. (2007). The Hegemony of English as a Global Language: Reclaiming Local Knowledge and Culture in China. Convergence, 40(1-2), 117.
Within this article Guo & Beckett (2007) present an overview of the literature discussing voices in English language learning who have mostly been excluded from the discussions namely Chinese in mainland China. The authors call for an in-depth analysis of current English as a Foreign Language (EFL) policies and practices as they impact the economies and cultures of local communities. Whilst they rightly argue that native speakership is neither a privilege of birth or education and they provide some compelling arguments for reclamation of local language and critical multiculturalism, practically applied exemplars are thin on the ground so it is best regarded as a critical background discourse information as no solutions are provided in this extensive review.
International education: The International Baccalaureate, Montessori and global citizenship
Brunold-Conesa, C. (2010). International education: the International Baccalaureate, Montessori and global citizenship. Journal of Research in international Education, 9(3), 259-272.
This article compares and contrasts IB and Montessori secondary programs with respect to the promotion of global citizenship, and explores the scarcity of secondary Montessori programs in general and in the international school’s community in particular. The International Baccalaureate (IB) programs and Montessori education both claim to promote values associated with global citizenship in order to help prepare students for new challenges presented by an increasingly globalized world. While the IB’s secondary programs are widespread in international schools, Montessori programs at that level are comparatively few. Despite the overwhelmingly positive tone of this article, the inclusion of more case studies and applied examples of how to meld the two approaches in an IB PYP school in China would have addressed both a glaring research gap and provided more useful material for the purposes of research given the influx of both IB schools into the region and the popularity of the Montessori approach meaning many former schools are now melding and conflating both methods.
Celebrating Diversity and Difference
Scranton, G (2018, January 29). Celebrating Diversity and Differnce. International Bacualaureate Organisation. Retreived from https://blogs.ibo.org/blog/2018/01/29/celebrating-diversity-and-difference/
Within this article, Scranton (2018) comments on the merits and successes of cultural days as a way to celebrate diversity and difference in an IB school in America. Through discussions on special days, traditions and culture and sharing of food and language it is explained that this is an inclusive way to include and respect each other’s traditions and be a more inclusive learning community. Little consideration is given to such ESL elephants in the room as cultural hegemony, subtractive bilingualism or cultural or cognitive dissonance. There is little critical reflection and as this piece is written by the International Baccalaureate Organisation (IBO) on an IB school for publication on the IBO website there are conflicts of interest as to impact impartiality negatively. Despite the glowing puffery of this article, it lacks academic weight, authority or connection to a greater academic discourse and concerns on bilingualism. It adds nothing to my research into bilingualism in an IB school in China meaning this is at best regarded as amusing marketing slanted material
Second Language Students in English-Medium Classrooms A guide for Teachers in International Schools
Sears, C. (2015). Second language students in English-medium classrooms: A guide for teachers in international schools (Vol. 20). Multilingual Matters.
In this book, Sears (2015) lays out knowledge of international schools as a teacher and researcher over the decades. Divided into five parts the focus is on working with emergent bilingual students in international schools. The author uses this data to outline the harm subtractive bilingualism model causes and calls for teachers to have formal ESL training. Sears (2015) research provides further support to an additive bilingualism model but does not address many unresolved challenges relating to second language students and is mostly supplementary research information. It would have been helpful if the author linked more empirical data to this study with a greater sized sample pool to lend more authority and credibility to the anecdotal interview questions and literature review.
Masters of TESOL 