Creed, Emma;
Filippi, Roberto;
Holliman, Andrew;
(2024)
Teaching Bilingually: Unlocking the Academic and Cognitive Potential—Teachers’ Insights.
Education Sciences
, 14
(4)
, Article 406. 10.3390/educsci14040406.
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Abstract
Recent quantitative research on bilingual education suggests beneficial academic outcomes for pupils regardless of socio-economic status (SES). Bilingual education in England, a relatively novel phenomenon, may be better understood from teachers’ perspectives; however, there is a paucity of qualitative research in this area. To fill the gap, the present study explores the unique perspective of a sample of bilingual schoolteachers regarding the children who attend bilingual schools and the effects of bilingual education on children’s academic and non-academic development. Semi-structured interviews were conducted with six bilingual schoolteachers, and thematic analysis was adopted to interpret their experiences in greater depth. A thematic analysis revealed four superordinate themes: Academic and Socio-Cultural Effects, Privilege in Bilingual Education, Bilingual Education Takes Time, and Special Educational Needs. These results highlight academic, socio-cultural, and linguistic benefits with important implications for promoting equity in bilingual education. Further research should focus on schools with a higher proportion of students from lower socio-economic status backgrounds.
| Type: | Article |
|---|---|
| Title: | Teaching Bilingually: Unlocking the Academic and Cognitive Potential—Teachers’ Insights |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.3390/educsci14040406 |
| Publisher version: | http://dx.doi.org/10.3390/educsci14040406 |
| Language: | English |
| Additional information: | This work is licensed under a Creative Commons Attribution 4.0 International License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ |
| Keywords: | Bilingual; school; teacher; thematic analysis |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10191750 |
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