Pedagogical strategies for increasing students English use in bilingual education: A linguistic ethnography case study

This study investigated an English teacher’s pedagogical strategies for increasing students’ English use in her bilingual class framed by a linguistic ethnographic design. It observed the teacher s classroom with field notes, using the framework developed by Schwartz and Asli (2014). A semi-structured interview was also conducted to learn about the teacher s perspective and challenges while teaching her bilingual class. It was found that translanguaging (intra sentence) was the most often employed approach by the teacher, followed by gesture. A translation approach was seldom adopted. Despite the use of pedagogical strategies, the teacher also encountered the following obstacles: (1) students who spoke the local language rather than English, and (2) time management issues.