English in China and the Equity in Representing Dual Language Bilingual Education

Article Review
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Article Review
English in China
This article explains the findings on implementing English medium instruction (EMI) in tertiary settings in China. I have learned from this article that students' desire and inspiration are the factors that can drive one to learn English. Moreover, teachers' attitude also affects how much learners can comprehend English. Furthermore, I have recognized that teachers may be willing to teach English in class, but time limits this need. As a result, most lecturers would prefer to pass the content since this is the essential information tested (Jiang et al., 2019). In addition, instructors code-switch to aid scholars' comprehension without knowing that it affects their ability to master English. Code-switching can help a student in one language but still leave them helpless in the face of other subjects, given the fact that most China universities set English as a working dialect.
I have also recognized that lecturers can use learners' first language to enable them to learn. Moreover, tutors promote communication by trying to fit into the language standards of students. This means they are willing to speak a vernacular dialect. The only improvement that the educators incorporate is to come up with means to correct slang languages that do not align with the subject. However, the method contradicts the learners because when they read alone, they have to face the English rarely used in class. As a result, most Chinese medical students opt for English for specific purposes (ESP) because they struggle with the language independently. Lastly, when Chinese medical students are in English-speaking nations, it is easy to identify that they struggle to speak English, meaning ESP pays little attention to oral skills (Jiang et al., 2019). Generally, Chinese medical universities are limiting their students' English capabilities due to teaching methods.
Equity in Representing Dual Language Bilingual Education
Over the past decades, dual linguistic learning (DLBE) has gained status in the United States. The authors of this article aimed to evaluate the achievement level and literacy growth rate of third-grade pupils enrolled in DLBE systems (Arteagoitia & Yen, 2020). From this study, I learned that children with less proficiency in English are likely to learn and read it fluently, like children exposed to English at an early age. Moreover, these kids who never knew English could learn other languages like Spanish faster than those who know English. However, it is hard to determine if these findings hold up to the secondary and tertiary institutions because many states do not consider or fund DLBE (Arteagoitia & Yen, 2020). This may be because the United States language policies are mainly English oriented. Therefore, it is not surprising that several schools focus on English more than other languages in the DLBE.
I have realized that a nation's guidelines can affect how schools support or fund DLBE schemes and other educational systems that support bilingual learners. For instance, this research shows that it is rare for the state and school districts to test how other languages besides English are faring. Moreover, institutions that can carry out assessments usually have limited facilities. For example, the school evaluated in this article based their assessment on reading capabilities because it is costly to carry out examinations on other probable factors like writing and speaking. Moreover, several schools disregard DLBE; as a result, the program is applied in a few institutions (Arteagoitia & Yen, 2020). Generally, many people know about DLBE but prefer English because the programmes' advantages are not yet known.
Translanguaging in The Classroom
This study examines the effects of including students' first language when teaching. The research included tea...