Strategies for Classroom Language Behaviors: A Case Study of Primary School Mathematics Classes with Bilingual Education

Abstract

The most important thing for an instructional classroom is to make it efficient and easy for students to learn. The teacher's use of language plays a pivotal role in the classroom. In a bilingual classroom, the use of teacher language is not only about whether the students learn, but also about whether the students understand the teacher's second language correctly and whether they learn the correct knowledge. Therefore, the use of teacher language in the bilingual classroom is even more important. This paper analyzed the teacher's use of teaching language, which are written language, spoken language, and body language, in a case study of a bilingual mathematics classroom. Next, this paper analyzed the grammatical problems of the second language, the pedagogical knowledge problems, and the possible emergencies in the classroom. To address these possible emergencies in the classroom, this paper suggested strategies for using the teacher's language and how to design the classroom beforehand, in order to help the classroom, complete smoothly, improve the efficiency of the bilingual classroom, and help students gain more knowledge.