Enhancing Bilingual Vocabulary in Government Secondary Schools: Challenges and Suggestions

Dawson Sylvia*, Padmanabha C. H.**
*-** Srinivas Institute of Education, Mangalore, Karnataka, India.
Periodicity:October - December'2024

Abstract

The enhancement of bilingual vocabulary in government secondary schools is essential for equipping students with the linguistic skills necessary for success in a globalized world. Despite the considerable benefits of bilingual education, challenges such as rigid curricula, inadequate teacher training, limited resources, and varied student motivation impede effective vocabulary development. To address these issues, a comprehensive approach is needed, including curriculum integration, targeted professional development, and increased resource allocation. By adopting strategies such as bilingual instruction across subjects, fostering interactive and contextual learning, and involving families and communities, schools can better support students' bilingual vocabulary growth. Implementing these measures will help overcome existing obstacles and ensure that students develop a robust bilingual vocabulary that enhances their academic and professional opportunities.

Keywords

Bilingual Vocabulary, Government Secondary Schools, Curriculum Constraints, Inadequate Teacher Training, Resource Limitations, Student Motivation, Challenges, Suggestions.

How to Cite this Article?

Sylvia, D., and Padmanabha, C. H. (2024). Enhancing Bilingual Vocabulary in Government Secondary Schools: Challenges and Suggestions. i-manager’s Journal on English Language Teaching, 14(4), 1-6.

References

[1]. Baker, C. (2011). Foundations of Bilingual Education and Bilingualism. Multilingual Matters.
[2]. Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing Words to Life: Robust Vocabulary Instruction. Guilford Press.
[3]. Collier, V. P., & Thomas, W. P. (2004). The astounding effectiveness of dual language education for all. NABE Journal of Research and Practice, 2(1), 1-20.
[4]. Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
[5]. García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
[7]. Grosjean, F. (2008). Studying Bilinguals (Oxford linguistics). Oxford University Press.
[8]. Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Laredo, Beverly Hills/longman.
[9]. Paradis, J., Genesee, F., & Crago, M. B. (2008). Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning. Paul H. Brookes Publishing Co.
[11]. Swain, M., & Lapkin, S. (2001). Focus on form through collaborative dialogue: Exploring task effects. In Researching Pedagogic Tasks (pp. 99-118). Routledge.
[12]. Vygotsky, L. S. (1978). Mind In Society: The Development of Higher Psychological Processes (Vol. 86). Harvard University Press.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Pdf 35 35 200 20
Online 35 35 200 15
Pdf & Online 35 35 400 25

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.