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<p>This study assessed the impact of bilingual teaching in the health sciences at a Chilean university by integrating Bilingual Problem-Based Learning (BPBL), English Medium Instruction (EMI), and Integrated Content and Language in Higher Education (ICLHE). The study involved 160 students and three educators. A mixed-methods approach was used, incorporating English assessments before and after the study, academic performance tests, student questionnaires, and interviews. The results demonstrated the feasibility of bilingual teaching that combines EMI and ICLHE, but emphasized that the inclusion of BPBL enhances content comprehension and fosters the development of linguistic and cognitive skills. Educators endorsed the bilingual teaching model for disciplinary education, noting that its successful implementation was attributed to language preparation provided by a language specialist, their collaboration in creating bilingual educational materials, and ongoing support before and during implementation. These findings highlight the importance of continuous teacher preparation in foreign languages and the development of bilingual education strategies tailored to students’ needs, reinforcing educators’ competencies for bilingual teaching.</p>

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Integrating Bilingualism in Chilean Higher Education for Health Sciences: A Synergy of Problem-Based Learning, Linguistic, and Content Mastery

  • 期刊论文

  • 发表日期：

    2025年4月30日

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  • Chuan-Chih Hsu,
  • María del Mar Sánchez Pérez,
  • Chia-Shih Su

摘要

This study assessed the impact of bilingual teaching in the health sciences at a Chilean university by integrating Bilingual Problem-Based Learning (BPBL), English Medium Instruction (EMI), and Integrated Content and Language in Higher Education (ICLHE). The study involved 160 students and three educators. A mixed-methods approach was used, incorporating English assessments before and after the study, academic performance tests, student questionnaires, and interviews. The results demonstrated the feasibility of bilingual teaching that combines EMI and ICLHE, but emphasized that the inclusion of BPBL enhances content comprehension and fosters the development of linguistic and cognitive skills. Educators endorsed the bilingual teaching model for disciplinary education, noting that its successful implementation was attributed to language preparation provided by a language specialist, their collaboration in creating bilingual educational materials, and ongoing support before and during implementation. These findings highlight the importance of continuous teacher preparation in foreign languages and the development of bilingual education strategies tailored to students’ needs, reinforcing educators’ competencies for bilingual teaching.