The quote in the title comes from a research paper by Eva Codó titled “The Dilemmas of Experimental [Content and Language Integrated Learning (CLIL)] in Catalonia.” In the paper, the author describes her observations of a teacher named Jordi. It was observed that Jordi rarely required students to use English and, accordingly, students rarely did….
The Problem with Points and Averaged Grades
Recently, I have been getting into the blog Grading for Growth. The blog is about alternative grading, which I believe can be incredibly useful in bilingual education. In short (though I suggest you read the blog), alternative grading focuses on feedback over grades. For bilingual students battling numerous challenges when learning through a non-dominant language,…
Writing Objectives for a Bilingual Lesson
When an additional language is brought in as a medium of instruction for a course (whether partially or fully), the first reaction of teachers is often this: “I don’t have enough time to teach everything.” In many classrooms around the world, teachers implement a coverage curriculum—that is, where the goal is to cover all of…
A Response to “The Best Bilingual Education Starts Early”
On December 27, 2021, the Taipei Times published an editorial written by Professor Rongwen Huang of National Changhua University of Education titled “The Best Bilingual Education Starts Early.” Commenting on the implementation of bilingual education in Taiwan, Professor Huang’s suggestion is as follows: “Tsai’s bilingual education plan should start from the roots and focus on…