Teaching Grammar to Bilingual Learners

Olga Andreevna Bezuglova, Liliya Galievna Ilyasova, Zhanargul Beisembayeva


This article deals with an inductive way of English language teaching. This acquisition process can help bilingual students to learn, find rules and apply them to new contexts. The objective of the paper is to propose a model of teaching that promotes student-centered approach where a teacher guides learners in discovery and provides more opportunities to practice, particularly in grammar.  Basis of such approach is a training environment, in which the student is not an object to whom knowledge is transferred in a ready-made form but the subject of training process therefore knowledge, abilities, skills for the student are the result of his researches, decisions and creativity. The model of teaching and student-centered activities has been explored through the action research. Based on the experiment, it can be emphasized that a progressive way of teaching grammar moves the focus away from the teacher as the information provider and enables students to focus on use. Finally, the inductive approach as more effective for achieving learning goals and outcomes, is presented in the article from the perspectives of the bilingual learners.

Full Text:


DOI: https://doi.org/10.5430/ijhe.v8n7p44


  • There are currently no refbacks.

Copyright (c) 2019 International Journal of Higher Education

International Journal of Higher Education
ISSN 1927-6044 (Print) ISSN 1927-6052 (Online) Email: ijhe@sciedupress.com

Copyright © Sciedu Press

To make sure that you can receive messages from us, please add the 'Sciedupress.com' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.