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Title Medium of Instruction in Thai Science Learning
URL
Publication Date
Discipline/Department Education
University/Publisher UCLA
Abstract The goal of this study is to compare classroom discourse in Thai 9th grade science lessons with English or Thai as a medium of instruction. This is a cross-sectional study of video recordings from five lessons in an English-medium instruction class and five lessons in a Thai- medium instruction class from a Thai secondary school. The study involved two teachers and two groups of students. The findings show the use of both English and Thai in English-medium lessons. Students tend to be more responsive to teacher questions in Thai than in English. The findings suggest the use of students' native language during English-medium lessons to help facilitate learning in certain situations. Additionally, the study provides implications for research, practice and policy for using English as a medium of instruction.
Subjects/Keywords Educational psychology; Bilingual education; Science education; Bilingual education; Classroom discourse; Discourse analysis; English language learners; Medium of instruction; Secondary education
Language en
Rights public
Country of Publication us
Format application/pdf
Record ID california:qt9w059277
Other Identifiers qt9w059277
Repository california
Date Indexed 2018-02-26

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classroom interactions during Thaimedium and English-medium science instruction in a Thai secondary school in order investigate effects of medium of instruction on classroom discourse and provide recommendations for future research, practice and policy. As a…

…stakeholders about this problem. 3 Literature Review This study focuses on Thai students as English language learners (ELLs) learning science using English as a medium of instruction. For this study, the focus is on secondary students…

mainstream students speak L1 and there is a strong desire to learn L2, L1 instruction could be neglected if educators and parents are not aware of the importance of L1 on L2 acquisition. The threshold hypothesis takes L1 proficiency and age into consideration…

…Corey, 2001; Lee & Fradd, 1998). In classroom science, “the mastery of science is mainly a matter of learning how to talk science” (Lemke, 1990, p. 153). While teachers and students can also use nonverbal symbols to facilitate the meaning…

…making process, these symbols cannot speak for themselves. Mortimer and Scott (2003) asserted, based on Vygotsky’s sociocultural theory, that talk facilitates the meaning-making process, which is at the heart of learning. Learners use language…

…in the meaning-making process to represent their thoughts, engage in the negotiation of meaning with others and construct their own concept understandings. Based on this view, we can investigate learners’ thoughts and meaning-making processed by…

…contexts. The first group consists of studies of nonmainstream students whose L1s are not the same as mainstream students. In this context, the language required to function in society is the students’ L2, while the L1 might be used less   6…

…and a well-paid job. The L1 in this context is generally widely used in society while the L2 is considered an advantage. English language learners in English-speaking countries. Research has shown that L1 proficiency influences academic success even…

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