Strategic competence of bilingual learners at the Primary and Secondary levels

Ruja Pholsward

Authors

Ruja Pholsward Faculty of Education, Rangsit University, Patumthani 12000, Thailand

Keywords:

strategic competence, bilingual learners, Primary 6, Secondary 3, Satit Bilingual School of Rangsit University

Abstract

This paper reports English strategic competence used by bilingual learners at the levels of Primary 6 and Secondary 3 at Satit Bilingual School of Rangsit University. The purposes were (1) to find out the extent to which learners at these levels were able to use strategic competence to communicate their ideas about themselves and their school life, and (2) to identify cultural appropriateness or inappropriateness in the learners’ use of verbal and nonverbal strategies in oral discourse. The subjects were 34 primary 6 students and 18 secondary 3 students. All subjects were individually interviewed by two bilingual researchers of Thai and English—one Thai and one American. A set of ten questions was used in a 15-minute interview in English to secure strategic competence data from each subject. Strategic competence was evaluated via communication skills at five levels in the use of verbal and nonverbal strategies: (1) Fully competent, (2) Functionally competent, (3) Moderately competent, (4) Sufficiently competent, and (5) Marginally competent. All interviews were recorded with consent of the subjects. The results on verbal strategies used by the primary 6 and secondary 3 subjects at Communication Skill Level 1 showed their competence on (1) linguistic devices to keep the conversation going, (2) full control of tenses (3) natural expressions, (4) negation strategy and (5) avoidance strategy. Those at levels other than Level 1 resorted to code switching from English to Thai or mixed code, and the use of Thai structures in English expressions. As for nonverbal strategies, the primary 6 and secondary 3 subjects at Levels 1 and 2 revealed competence on (1) eye contact, (2) hand gestures, (3) leaning forward when asking for clarification, (4) nodding in agreement, (5) appropriate proximity, (6) good voice control, and (7) good or native-like prosodic features.

References

Alibakhshi, G., & Padiz, D. (2011). The effect of teaching strategic competence on speaking performance of ESL learners. Journal of Language Teaching and Research, 2(4), 941-947.

Asbeck, S. A. (2008). English language learners’ second language vocabulary acquisition: Effectiveness of bilingual storybook reading for kindergarteners. A doctoral dissertation, Raleigh, North Carolina State University, USA.

Athonthurasuk, P. (2014). Japanese language learning strategies of Faculty of Humanities and Social Sciences Burapha University. Academic Journal of Humanities and Social Sciences, 22(40), 1-21.

Babrakzai, F. (2006). Practical methodology: SLA theories, practices and problems. Proceedings of the 26th Annual Thailand TESOL International Conference, 19-21 January, Chiang Mai, Thailand, p.76.

Boonsompan, O. (2008). Using brain-based learning activities to promote English vocabulary knowledge and reading abilities of Prathom Suksa 3 students. M. Ed. Thesis, Chiengmai University, Thailand.

Boonsue, W. (2003). Developing English speaking ability and Thai culture knowledge of International students through the adjunct model instruction. M. Ed. Thesis, Chiengmai University, Thailand.

Booth, P. (2014). The variance of lexical diversity profiles and its relationship to learning style. IRAL: International Review of Applied Linguistics in Language Teaching, 52(4), 357-375. DOI:10.1515/iral-2104-0015.

Bialystok, E. (1990). Communicative strategies. Oxford, UK: Basil Blackwell.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.

Chanawong, S. (2010). Thai EFL interlingual and intralingual communication strategies. Journal of Humanities and Social Sciences, 2(1), 173-192.

Cook, V. (1993). Linguistics and second language acquisition. New York, USA: St. Martin Press.

Dean, M. R. (2006). Do teacher expectations and behavior influence students’ academic achievement and acquisition of second language proficiency in an Elementary bilingual two-way immersion setting? A doctoral dissertation, School of Education California Lutheran University, USA.

Ellis, R. (2008). Second language acquisition. Oxford, UK: Oxford University Press.

Evans, L. (2009). Reflective assessment and student achievement in high school English. A doctoral dissertation, Graduate School of Education at Seattle Pacific University, USA.

Faerch, C. & Kasper, G. (1983). Strategies in interlanguage communication. London, England: Longman.

Faerch, C. & Kasper, G. (1984). Two ways of defining communication strategies. Language Learning, 34(1), 45-63.

Fougère , S. (2011). Impact of adolescents’ first language literacy on second language acquisition. A doctoral dissertation, School of Education, Capella University, USA.

Gross, M., Buac, M., & Kaushanskaya, M. (2014). Conceptual scoring of receptive and expressive vocabulary measures in simultaneous and sequential bilingual children. American Journal of Speech-Language Pathology, 23(4), 574-586. DOI: 10.1044/2014_AJSLP-13-0026

Huda, N. (1998). Relationship between speaking proficiency, reflectivity-impulsivity, and L 2 Learning Strategies. In Renandya, W. A. and Jacobs G. M. Learners and Language Learning. Singapore: SEAMEO Regional Language Centre, pp. 40-55.

Hunter, B., White, G. P., & Godbey, G. (2006). What does it mean to be globally competent? Journal of Studies in International Education, 10, 267-285.

Kaikaew, M., & Lornklang, T. (2015). Using task-based learning focusing on Thai culture to promote English writing ability of tenth grade students. Proceedings of the Sixth Academic Meeting and National & International Research Work Presentation, Suan Sunandha Rajabhat University, 28-29 April 2015.

Kittitherawat, A. (2008). Role playing activities to develop speaking skills of Prathom Suksa 6 students. Independent Study, M. Ed. Program in Education, Chiengmai University, Thailand.

Kongsuriya, P., Klanrit, P., Lerdpreedakorn, N., & Yanwaree, N. (2012). The strategic competence in communication: A case study of the Thai wives of foreigners in Nong Bua Lam Bhu Province. Nakhon Phanom University Journal, 2(2), 13-19.

Lam, W. Y. K. (2005). Is strategic competence teachable? The Journal of Asia TEFL, 2, 87-112.

Le Pichon E., De Swart, H., Vorstman, J., & van den Bergh, H. (2010). Influence of the context of learning a language on the strategic competence of children. The International Journal of Bilingualism, 14 (4), 447-465.

Levine, D. R., & Adelman, M. B.(1 993). Beyond language: Cross-cultural communication. Englewood Cliffs, New Jersey, USA: Prentice Hall Regents.

Littlemore, J., & Low, G. (2006). Metaphoric comptence, second lanage learning, and communicative language ability. Applied Linguistics, 27(2), 268-294.

Liu, D. (2004). EFL proficiency, gender and language learning strategy use among a group of Chinese Technological Institute English majors. ARECLS-E Journals, 1, 20-28.

Mariani, L. (1994). Developing strategic competence: Towards autonomy in oral interaction. Perspectives, a Journal of TESOL-Italy, 20(1), 41-57. http://www.learningpaths.org/papers/papercommunication.htm

Ministry of Education. (2008). The curriculum of basic education. Bangkok, Thailand: Ministry of Education.

Nisbet, D. L., Tindall, E. R., & Arroyo, A. A. (2005). Language learning strategies and English proficiency of Chinese university students. Foreign Language Annals in Proquest Journal, 38(1), 100-108.

Office of National Assessment. (2011-2013). National O-Net Scores in English 2554-2556. Bangkok, Thailand: ONA Website. [in Thai].

Office of National Education Commission. (2009). Potentials of Thai Education in the International Arena. Bangkok, Thailand: Office of National Education Commission. [in Thai].

Office of National Education Commission. (2011). Driving Education Reform in the Second Decade. ONEC Document 48/ 2554. Bangkok, Thailand: Office of National Education Commission. [in Thai].

Ourairat, Ap. (2011). Development and implementation of the unified bilingual curriculum: A case study of Satit Bilingual School of Rangsit University. Doctoral Dissertation, Faculty of Education, Rangsit University, Thailand.

Panti, S. (2007). Story-telling activities to promote listening-speaking activities and morality of Prathom Suksa 5 students. M.Ed. Thesis, Chiengmai University, Thailand.

Pholsward, R. (2006a). A report on acquired language features of K 3 students at Satit Bilingual School of Rangsit University. Available: Archive, Faculty of Education, Rangsit University.

Pholsward, R. (2006b). A report on English proficiency assessment of Secondary 3 students. Available: Archive, Faculty of Education, Rangsit University.

Pholsward, R. (2008). Thai writing skills of Primary 1-3 students at Satit Bilingual School of Rangsit University. Available: Website, Faculty of Education, Rangsit University. [in Thai]. http://www.rsu.ac.th/education/download/Research/Education/Writing-Thailand-P1-3.pdf

Pholsward, R. (2009). Thai writing skills of Primary 4-6 students at Satit Bilingual School of Rangsit University. Available: Website, Faculty of Education, Rangsit University. [in Thai]. http://www.rsu.ac.th/education/download/Research/Education/Writing-Thailand-P4-6.pdf

Pholsward, R., Sanpatchayapong, U., Pradubpongse, S., & Boonprasitt, D. (2010). Thai writing skills of Secondary 1-3 students at Satit Bilingual School of Rangsit University. Available: Website, Faculty of Education, Rangsit University. [in Thai]. http://www.rsu.ac.th/education/download/Research/Education/Writing-Thailand-M1-3.pdf

Pholsward, R., Boonprasitt, D., & Visuttakul, C. (2011). Teaching methods used by social studies teachers at Satit Bilingual School of Rangsit University. Available: Website, Faculty of Education, Rangsit University. http://www.rsu.ac.th/education/download/Research/Education/Teaching.pdf

Pholsward, R. (2014). Research project report: Assessment of English communication skills of Primary 6 and Secondary 3 students: A case study of Satit Bilingual School of Rangsit University. Pathumthani, Thailand: Rangsit University Press.

Roberts, M. S. (2008). Instructional practices conducive to the high achievement of Hispanic limited English proficient students on the Texas assessment of knowledge and skills. A doctoral dissertation, the Graduate School of the University of Texas at Austin, USA.

Sangamuang, R. (2002). Promoting Prathom Suksa students’ English language skills by using the concentrated language encounter approach. M. Ed. Thesis, Chiengmai University, Thailand.

Sukket, K. (2007). Using song activities to promote English ability and vocabulary knowledge of grade level 1 students. M. Ed. Thesis, Chiengmai University, Thailand.

Schwartz, M. (2013). The impact of the First Language First model on vocabulary development among preschool bilingual children. Reading and Writing, 27(4), 709-732. DOI: 10.1007/s11145-013-9463-2

Semaan, G., & Yamazaki, K. (2015). The relationship between global competence and language learning motivation: An empirical study in critical language classrooms. Foreign Language Annals, 48(3), 511-520.

Talebi, S. H. (2015). Linguistic proficiency and strategies on reading performance in English. International Journal on Instruction, 8(1), 47-60.

Tan, M. (2006). Teaching intercultural awareness in the language classroom. Proceedings of the 26th Annual Thailand TESOL International Conference, 19-21 January, Chiang Mai, Thailand, p.129.

Tarone, E. (1980). Communication strategies, foreigner talk and repair in interlanguage. Language Learning, 30(2), 417-431.

Tian, M. (2011) Communication strategy training: A step to strategic competence in L2 interaction. ABAC Journal, 31(3), 21-26.

Wenden, A. (1986). Helping language learners think about learning. ELT Journal, 40, 3-12.

Wrenshall, John. (2005). Reflections on assessing oral fluency. Proceedings of the 25th Annual Thailand TESOL International Conference, 20-22 January, Bangkok, Thailand, p.176.

Yanyan, W. (2009). Teachers’ performance assessment practices and their second language acquisition approaches: the Case of English for international business programme in a Shanghai University. A doctoral dissertation, School of Education, the Chinese University of Hong Kong, Hong Kong.

Ziesing, M. (2001). Cultural literacy and language fluency. A Collection of Academic Papers 2011.Faculty of Humanities, University of the Thai Chamber of Commerce, Thailand, pp. 1-31.