Ganjil 2023/2024

Bilingualism and Bilingual Education Course introduces students to the language phenomena nowadays in which the majority of the world population have the ability to use more than one language, and that this has been perceived as valuable resource in the global world. The course is divided into two segments; the first segment focuses on theoretical bases to describe the notion of bilingualism viewed from the perspectives of individual, group or society, and language. Students are involved in inquiry learning to explore the phenomena around the world, analyze historical development of bilingualism including attitudes and impact of bilingualism in different sectors, and write a critical review about current research on bilingualism. The second segment focuses on bilingual education that includes the history, underlying models, and approaches of bilingual education. Students are involved in learning experiences that include: analyzing bilingual education curricula and practices across countries, comparing the underlying models for bilingual education programs in different schools, and critically review the best practice of bilingual education in different countries as well as in Indonesia, and design and present bilingual education curricula that accommodate the language situation and society needs. This course is designed to equip students with contextual knowledge and professional skills in the area of bilingual education to support the competencies in teaching, researching, and entrepreneurship

The aim of this course is to provide an explanation of the history and development of English Language Teaching as well as experience reviewing existing methods and strategies in learning English as a Foreign Language today. This course also covers the factors that influence success and failure in learning English in general and in the Indonesian context in particular. Students engage in reviewing the most popular methods and strategies from a theoretical and practical point of view. The concept of innovative teaching strategies is discussed along with simulations of innovative teaching strategies at various school levels. Students are expected not only to have critical knowledge in terms of methods and strategies but also to be critically skilled in deciding the appropriate strategies for teaching in different contexts and targeting different learners. The teaching-learning process is carried out interactively, holistically, integratedly, scientifically, thematically, effectively, collaboratively and student-centered. Students are involved in many discussions and reviews utilizing knowledge from various perspectives and related academic disciplines which are carried out through synchronous and asynchronous Hybrid Learning with the rule of 50 percent synchronous through virtual meetings (zoom or other platforms) and 50 percent asynchronous through LMS (Undiksha E-Learning). Through project-based learning, students are required to make learning designs and learning simulations related to innovative learning methods/techniques/strategies that have been studied to be applied to students at the tertiary level. The results of projects that have been worked on are sent to the Undiksha e-learning system at the end of the semester. The final score is assessed based on process-based assessment and the results of the final assignment in the form of learning designs and learning simulation videos