Bilingual language policy facilitates multilingual and multicultural pedagogical interaction in Indonesian university classrooms¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Bilingual language policy facilitates pedagogical contents, multilingual and multicultural interactions, short and long-term multicultural engagement, and sociocultural functions in Indonesian university classrooms. → Abduh 2022

Evidence¶

Abduh 2022¶

Abduh, A., Samad, S., & Rosmaladewi, R. (2022). A Meta-Analysis of Language Policy on Bilingual Education in Indonesian Universities: Implication for Multicultural Education and Internationalization. International Journal of Language Education, 6(2). https://doi.org/10.26858/ijole.v6i2.35072

q2 · i? · review · r2

In the findings' language-and-bilingual-policy-in-practice section, the meta-analysis synthesizes coded articles (A3–A7) on code-switching, partial immersion, CLIL and genre pedagogy, concluding bilingual policy "can facilitate the pedagogical contents, multilingual and multicultural interactions."

"From the evidence above, it shows that bilingual language policy can facilitate the pedagogical contents, multilingual and multicultural interactions, short and long -term multicultural engagement, and sociocultural functions."

Discussion¶

Related Claims¶

• Reasons for applying bilingual education in Indonesian universities are internationalization, foreign language competencies, and law implementation — related
• Bilingual language policy implementation in Indonesian higher education is categorized as the preservation of local and national identity — related
• Indonesian university bilingual programs pursue three aims: teaching overseas, international-standard schools, and global competence — related
• Immersion and submersion programs differ socioculturally, communicating success versus failure to children — a broader claim this one bears on
• BICS and CALP intersect developmentally but are not identical or reducible one to the other — a broader claim this one bears on
• Teacher repetition and translation as unplanned scaffolding can hinder rather than facilitate learning — related
• In bilingual education, scaffolding denotes support that allows learners to engage with content in a language they only partially know — related