Volume 11 : Issue 11.1 (2024)

Readiness for Bilingual Teaching among Secondary School Teachers

Due to the increasing demand for more than one language, bilingual and multilingual education has become a need. Providing more linguistic options to students is a genre of fostering linguistic equity. Teachers' instructional behaviors must mediate students' instructional requirements to safeguard that students receive a high-quality education. As teachers at bilingual classrooms have immediate interactions with students with diverse cultural and linguistic needs. They are continuously making complicated decisions about the language of education, balancing language use to meet the demands of pupils from two different mediums. Therefore, it is quite essential to examine the teachers’ readiness about the bilingual situation in the teaching learning process. This study adds to the body of research on bilingual education by studying: (a) teachers’ readiness for bilingual teaching. And (b) influence of teaching subject on the teachers’ readiness for bilingual teaching. A total of 150 bilingual teachers were surveyed. These teachers were selected through simple random sampling from Bathinda and Faridkot districts of Punjab. It is found that the majority of the teachers have low level of readiness for teaching in bilingual classroom. Moreover, Social Science teachers have significantly higher readiness for bilingual teaching compared to science and mathematics teachers.

Bilingual Education, Bilingual Teaching, Bilingual Teaching Readiness

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