Professionally-oriented strategies for teaching bilingual students how to work with polycode texts in teacher training colleges

Abstract

This study is devoted to the development and evaluation of the effectiveness of professionally oriented strategies for teaching bilingual students at teacher training colleges how to work with polycode texts. The relevance of the research is determined by the need to prepare future teachers for effective work with multimodal information resources combining verbal, graphic, audiovisual and other components. Bilingual students face specific difficulties in processing such texts related to the cognitive load of simultaneously activating two languages and switching between semiotic systems. The study was conducted on the basis of pedagogical colleges of the Republic of Sakha (Yakutia). A mixed methodological approach was used, combining quantitative (statistical analysis of academic performance, skill dynamics, and test results) and qualitative methods (observation, in-depth interviews, and peer review of projects). The participants of the experiment were offered tasks based on an activity-based approach: analysis of educational and popular science polycode texts, case solving, development and protection of their own multimodal projects in a group format. The results demonstrated a statistically significant increase in the success of perception and analysis of polycode materials among students in the experimental groups compared with the control groups. Thus, the average success score of the experimental groups of the first year increased from 2.69 to 3.34 (p<0.01) the second year - from 3.12 to 3.58 (p<0.01). The most pronounced progress (from 49,7% to 66,2%) was observed when solving mixed tasks requiring simultaneous processing of several codes. The analysis also revealed a reduction in task-solving time (up to 34.27 seconds. in 2nd year students) and an increased correlation between speed and success (r=0.69). Qualitative data confirmed an increase in students' confidence, the development of metalanguage abilities and the ability to apply strategies in simulated pedagogical situations. Group work has shown a synergistic effect, improving the interpretation of materials. The data obtained indicate the effectiveness of professionally oriented strategies that integrate language training, analysis of multimodal structures and future pedagogical practice. The study confirms the need for further improvement of methods with an emphasis on individualizing learning and developing skills to quickly switch between language codes and semiotic systems for the successful professional activities of future bilingual teachers.