Designing Bilingual Scenarios to Promote English Language Learning at a Public School in Monteria

Yanilis Romero and Milton Manjarres

English Language Teaching, 2016, vol. 9, issue 4, 83

Abstract: This research study examines the assumptions of creating bilingual scenarios to promote English language learning for 384 students of ninth, tenth and eleventh grade of a public school in Monteria Colombia. An action research methodology was carried out in this study. The findings of this research suggested that the creation of bilingual scenarios within the school facilitated the promotion of English language learning because the students felt the need to use the target language in different contexts and situations and also because they felt that they were an important part of the teaching-learning process.

Date: 2016
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://ccsenet.org/journal/index.php/elt/article/download/57929/30971 (application/pdf)
https://ccsenet.org/journal/index.php/elt/article/view/57929 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:eltjnl:v:9:y:2016:i:4:p:83

Access Statistics for this article

More articles in English Language Teaching from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().