E. Transitional, Maintenance & Immersion Adaptation

•Sekolah Globe’s bilingual system was started to implement in 2010.
•Sekolah Globe National Plus is a bilingual Indonesian-English School.
•We are using mainly the overlapping method, which gives the bilingual teachers the chance to use the transitional and maintenance method involving as well. Some subjects are delivered with the immersion method, based on our by the government provided bilingual books which functioned as a dictionary.
                                                    
•Lessons will be delivered 50% in both languages, 50% in Indonesian language and 50% in English language. Lessons or lesson durations needs to be delivered as followed:
•The first instruction lesson is always in Indonesian language, the following lesson is in English language with a short review of the last lesson in English language. The next lesson is again in Indonesian language with a review of the last English lesson in Indonesian language.
•If introduction lessons need to be more than one lesson it is possible, than after having two or three lessons for the introduction of the topic has to be in the native language, the following lessons should have the same amount in English language. It is not suggested to have more than 3 lessons in a row in one language.
•Reviews have to be in the beginning always in the language of the lesson using maximum 10 minutes of the lesson.
                                            
•Special materials have to be prepared to support the bilingual learning process. In the beginning of each lesson the main terms from the following lesson has to be placed on the white board in translation, first the lesson language translated to the second language.
•To overcome difficulties in bilingual teaching execution the consultant office installed a bilingual assistant to support the bilingual teachers with material in English language and is following from time to time the teachers in class to execute the lesson in a good English language standard. For real weak English speaking teachers we have also installed a bilingual lesson delivery teacher. This teacher is following the lessons all the time together with the subject teacher and is delivering the lesson together with the subject teacher in English language.
•Bilingual subject teacher and bilingual assistants have to work very close together in strong connection with the English subject teachers in each school level.
•Students can ask questions in their native language, but the teacher should always answer in English. Even if students cannot follow in the learning process, they are given information in English exclusively. This demands a lot of both teachers and students; explanations may be longer and more intense, but that is going to pay off later.
•Lessons should not be repeated; an approach “first teach them to understand, then repeat it in English” does not encourage students to learn for themselves.
                                                 
Thanks for the report.

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