Bilingual Learning Strategies to Support Chinese EAL Business Students

Autor/inn/en	Ashton-Hay, Sally Ann; Lamberton, Geoffrey; Zhou, Yining; von der Heidt, Tania
Titel	Bilingual Learning Strategies to Support Chinese EAL Business Students
Quelle	In: Journal of International Education in Business, 15 (2022) 2, S.290-310 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-469X
DOI	10.1108/JIEB-10-2020-0083
Schlagwörter	Undergraduate Students; Business Administration Education; English for Academic Purposes; Second Language Learning; Second Language Instruction; Bilingualism; Learning Strategies; Capstone Experiences; Foreign Countries; Barriers; Vocabulary Development; Computer Software; Language Usage; Computer Mediated Communication; Preferences; Code Switching (Language); Language Styles; Bilingual Education; Higher Education; Scaffolding (Teaching Technique); Instructional Design; Films; Mandarin Chinese; Intercultural Communication; Visual Aids; Distance Education; Business Schools; Australia; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Bilingualismus; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Wortschatzarbeit; Sprachgebrauch; Computerkonferenz; Sprachstil; Bilingual teaching; Bilingualer Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Film; Interkulturelle Kommunikation; Anschauungsmaterial; Distance study; Distance learning; Fernunterricht; Australien
Abstract	Purpose: This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students' difficulty understanding discipline-specific English terminology, using this terminology to discuss disciplinary concepts with their instructors and stress caused by an abnormally high study load. Design/methodology/approach: In response to these challenges, the project team implemented a suite of bilingual strategies to reduce cognitive load and enhance learning, which included Chinese-English glossaries to build disciplinary-specific vocabularies; a bilingual teaching assistant to enable students to communicate in their language of choice; the use of WeChat to connect students to staff and to provide translanguaging opportunities; and bilateral managerial and academic support for strengthening the institutional cross-cultural relationship through staff exchange and language learning programs. A series of surveys were administered to measure the impact of these strategies on students' learning, and WeChat logs were analysed to determine students' linguistic preferences during discussions with staff and students. Findings: The results of this project show strong support for each bilingual strategy, high academic performance amongst the student cohort, the positive contribution to learning and connection provided by social media technology, students' language of choice preferences and chosen translanguaging styles and the important role of teaching staff in supporting international students' intercultural learning and adaptation to a foreign university learning system. Originality/value: This original evidence-based study helps to address the gap in bilingual education in Australian higher education demonstrating a successful strategy for dealing with language and discipline-specific challenges confronting EAL students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01