Second Language Acquisition Instructional Models in English-Medium International Schools: Past, Present, and Future

Year 2022, , 299 - 305, 01.08.2022

Clayton Lehman , Brett Welch

https://doi.org/10.17556/erziefd.1005688

Abstract

The international school market continues to expand, and an increasing number of English language learners (ELLs) are enrolling in English-medium international schools. As new schools start and existing schools evaluate their second language acquisition model(s), care should be taken to implement a model that provides ELLs with the necessary support for English language acquisition. Understanding current practice and teacher preference can enable school leaders to make more informed decisions when implementing or revising an SLA instructional mode (IM). The purpose of this research study is to build upon previous research findings through further examination of the frequency of SLA IM used in English-medium international schools. Additionally, the researchers sought to compare the preferred SLA IMs between ELL, Primary, and English teachers. Findings from this quantitative survey-based study reinforce previous findings that the hybrid push-in and pull-out SLA IM is the most implemented SLA IM in English-medium international schools. Additionally, the hybrid SLA IM continues to be the preferred SLA IM in English-medium international schools.

Keywords

second language acquisition, instructional model, international schools, push-in support

Supporting Institution

None

Thanks

This study was conducted as a follow-up and add to data reported in a previously published research article http://apjee.usm.my/vol35_2_2020.html

İngilizce Eğitim Veren Uluslararası Okullarda İkinci Dil Edinimi Eğitim Modelleri: Dünü, Bugünü ve Geleceği

Abstract

Uluslararası okul sektörü genişlemeye devam etmektedir ve artan sayıda İngilizce öğrenen İngilizce eğitim veren uluslararası okullara kaydolmaktadır. Yeni okullar açıldıkça ve mevcut okullar ikinci dil edinim modellerini değerlendirdikçe İngilizce öğrenenlere dil edinimi için gerekli desteği sağlayan bir modelin uygulanmasına özen gösterilmelidir. Mevcut uygulamayı ve öğretmen tercihini anlamak, okul liderlerinin ikinci dil edinimi öğretim yöntemini uygularken veya revize ederken daha bilinçli kararlar vermesini sağlayabilir. Bu çalışmanın amacı, İngilizce eğitim veren uluslararası okullarda kullanılan ikinci dil edinimi öğretim yönteminin sıklığının detaylı incelenmesi yoluyla önceki araştırma bulgularına katkı sağlamaktır. Ayrıca araştırmacılar, İngilizce öğrenenler, İlkokul ve İngilizce öğretmenleri arasında tercih edilen ikinci dil edinimi öğretim yöntemlerini karşılaştırmaya çalışmaktır. Nicel ankete dayalı çalışmadan elde edilen bulgular, hibrit sınıf içi ve sınıf dışı ikinci dil edinimi öğretim yönteminin İngilizce eğitim veren uluslararası okullarda en çok uygulanan ikinci dil edinimi öğretim yöntemi olduğuna dair önceki bulguları desteklemektedir. Dahası, hibrit ikinci dil edinimi öğretim yöntemi İngilizce eğitim veren uluslararası okullarda tercih edilmeye devam etmektedir.

Keywords

ikinci dil edinimi, öğretim mdeli, uluslararası okullar, sınıf içi destek

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