双语教育现状的分析.doc

双语教育现状的分析.doc

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分类号：

H319.3单位代码：

003

密级：

一般学号：

0401024106

本科毕业论文（设计）

题目：

双语教育现状的分析

专业：

英语

姓名：

指导教师：

职称：

教授

答辩日期：

2008年6月2日

ANALYSISOFTHESTATUS

OFBILINGUALEDUCATION

BY

LiXinlan

ATHESIS

SUBMITTEDINPARTIAL

FULFILLMENTOFTHEREQUIREMENTS

FORTHEDEGRREOFBACHELOROFARTSTO

SCHOOLOFFOREIGNLANGUEGS

YAN’ANUNIVERSITY

JUNE2008

Abstract

Astheworld'srapideconomicdevelopment,internationalexchangesbecomemorefrequent,foreignlanguage-asinternationalexchangesinthemostwidelyusedtool,hasbecomeourunderstandingoftheworldandlettheworldknowChina'sindispensabletool.

Atpresent,China'sbilingualteachingreferstothetwolanguagesasthemediumofinstructioninthesystem,which,inaddition,anothernativelanguagenotonlyasateachingmediumtousesomeorallofthenon-languagesubjects,butalsointheprocessofteaching,thebasicrequirementsofstudentsgraduallyGraspit,atthesametimeinteachingthesubjectstocomparethedifferentcultureslearningtobethesubjectofadvanced,thesystemofknowledge,disciplineeducationtocarryoutacombinationofteachingmethods;stressedthattheuseofforeignlanguagesaretaughtinthesubject（butDoesnotexcludethemothertongue）,inlearningthedisciplinesofadvancedscientificknowledgeofthecultureatthesametimetolearnbasicforeignlanguageprofessional,andthisisnowthequalityofbilingualteachingoftheprovisions.

i

Keywords：

foreignlanguage；themediumofinstruction；bilingualeducation

摘要

随着世界经济的快速发展，国际交往的日益频繁，外语-作为国际交往中使用最广泛的工具，已成为我们了解世界和让世界了解中国的不可或缺的工具。

目前，中国的双语教学是指以两种语言作为教学语言。

除此外，另有本土语言作为教学媒介。

使用部分或全部的非语文科目，而且在教学过程中，基本要求学生逐步掌握它，在同一时间，在教学科目中比较不同的文化氛围，同时也会受到先进，系统的知识，纪律教育，进行一项相结合的教学方法。

强调指出，使用外语授课的主要目的（但不排除母语），在学习先进科学知识的文化的同时去学习基本的外语专业知识，这是现在的双语教学的规定。

关键词：

外语；教学媒介；双语教育

ii

Tableofcontents

1.Introduction 1

2.BilingualeducationintheUnitedStates 3

2.1Bilingualeducationinprimaryschool 3

2.2Bilingualeducationinsecondaryschool 4

3.ThebackgroundofbilingualeducationinChina 10

3.1Thebilingualeducationexperiencesetbacks 11

3.2PracticeprovedthiswayisgoodtoChina 12

3.3DevelopChinesecharacteristicsbilingualteachingpath 14

4.ModelofChineseteaching 22

5.Conclusion 24

6.Bibliography 25

7.Acknowledgement 26

延安大学西安创新学院本科生毕业论文（设计）

1．Introduction

“Bilingual”directmeans:

“TwoLanguages”referstoaparticularcountryoraparticularregiontherearetwo（ormore）nationalco-exist,andtherearetwoorculturalandhistoricalbackgroundoftheabovetwoconditions,mayormayneedtousebothlanguagesexchangesscene.Thesetwolanguages,usuallythereisamothertoneornative.

Definition:

1

Onelanguageandtheotherlanguageisoftenacquiredoracquisitionofasecondlanguageisthelanguage.BilingualintheUnitedStatesmainlyreferstotheuseofproficiencyinEnglishandSpanish;inCanadamainlyreferstotheuseofEnglishandFrenchproficiencyinSingapore,HongKong,andMacaoregionsmainlyreferstotheuseofEnglishandChineseproficiency.BilingualinChinamainlyreferstotheoriginaluseofChineseminorityethnicgroups,suchasTibetan,Mongolian,Uygur,etc..China'sfirstbilingualstudies,infact,primarilyconcentratedintheminorityontheissueoflearningChinese.Forexample,China'sInnerMongoliaAutonomousRegion,bothMongolianandHanareusefulMongolianandChineselanguageexchangesnecessary.Somelocaleducationdepartmentsinthe"bilingual"education.

Inmanycountriesorregions,theGovernmentprovidestheofficialcommonlanguagetherearetwoorevenmore.Insuchcircumstances,inordertofacilitatetheexchanges,thetwolanguagesoftenboth,Bilingual,oralanguageisalanguagebasedon.IftheEnglishsecond,canbesaidEnglishasasecondlanguage,Again,whentheChinesenativetotheChinesepeopletouseEnglishasthecommonlanguageoftheAnglo-Americancountries,

Englishverynaturallybecamehissecondlanguage.AsthelocallinguafrancaisEnglish,ChineseonlyathomeorencounteredwhenusingChinesefriends,withthepassageoftime,slowlyretreatedtotheChineseasasecondlanguage,Englishhasbecomehisfirstlanguage.

Bilingualtalentis,infact,abletousebothlanguagesskilledcommunication,workandlearn.Thereisnodoubtthatwearetalkingabout"bilingual"referstobothEnglishandChineselanguages.

Singapore'sbilingualeducationthefollowingfeatures:

（1）.SingaporeEnglishisthedominantlanguageforthenon-parallelbilingualeducation.Nativeprimarycontacttimeinthe29percentbelowsecondarycontactwiththemothertongueof19percentinthefollowingtime.

（2）.Singaporebilingualeducationtoall,fromtheEnlightenmentclasses,pre-universityclassesuntilall13years

（3）.Englishistheindustrializationandmodernizationofthelanguage,learningEnglishreferstopractical,themothertongueisthelanguageofculturaltraditionstransmission.

Englishpracticalvaluenevermorethanmothertongue,thestudentsmostofthetimeexposedtotheEnglishenvironment,utilitarian,practicalvalueandthepressureoftheenvironmentsothatstudentscanconsciouslylearnEnglish.

Theresultsofthebilingual,ledbyWesterncultureislanguage,butalsointheheartsofyoungpeopleindepth.TheintroductionofbilingualeducationistheresultofSingaporesocietyWesternization,butrootedinsolidChinesedescent,andtheprofoundfeelingsofthetraditionalnationalculture,andheytlearntheirownlanguage.

2．BilingualEducationintheUnitedStates

2.1Bilingualeducationinprimaryschool

IntheUnitedStatesearlybilingualeducationisESL（Englishasasecondlanguage）educationapartof.Justas:

inprimaryschools,becausetheUnitedStatesisnottheprimarysubjectteachers,ateacherofaclasstoteachallsubjects,includinglanguage,science,mathematics,social,art,music,sports,etc.,ifanewimmigrantstudentsinclasseswheretheteacherisnotabilingualteachers,bilingualeducationisresponsibleforthebilingualteachingassistantstorelyonschoolsorresourceteacher.Normally,theGovernmentwillprovideadditionalfundingtoschoolsinbilingualeducationtohelpnewimmigrantslearnEnglishassoonaspossible.Thesefundsusuallyusedtohirebilingualteachingassistantsorspecialbilingualinstructorsresourceteacher.Bilingualteachingassistants,asisusuallytheroleoftranslation.Teachersintheclassroom,suchastheabovethereareseveralclassesofstudentsfromChina,didnotunderstandEnglish,teachingassistantsputitintoagroupofseveralstudentsinaclasstheteacherbeforeorafterthemwithaChinesespeakers,letthemknowwhatistheteachersaid.Or,asdootherstudentsintheclassroom,teachingassistantsforsomeoftheactivitiesconductedinChinese,sothattheycanparticipate.Inaddition,theteachingassistantsalsoservedasthebasisofEnglishtoteachthemthetask.Someschoolsmorethanthenumberofnewimmigrantstudents,theschoolhasitsownresourceteacherifasmallnumberofstudents,thecampus（atIBE）willsendaresourceteacherofseveralschools.Resourceteachersinprimaryschoolswithstudentsusuallygoodtimetodiscusstheclassteacher,decidedafewhoursadayinsidewhichneedhelp.Teachingisa“PullOut”（extractfromtheclassroomtoteachindependent）way.Forexample,studentsinhisclassteacherteachingEnglish,thenewimmigrantstudentsmaynothaveenoughwiththedegreeofclass.Therefore,theresourceteacherputupwiththesestudents,teachthembasicEnglish.Speakinginhisclassteacherofsocialsciencestudents,teachersputresourcesintootherimmigrantstudentsinsideaclassroom,theyuseChinesetospeaktothesamecontent.Ifthenewimmigrantstudentsoftheclassofbilingualteachersistheteachersthemselves,thingswillbemucheasiertohandlethat,theteachercanlectureinEnglishatthesametime,withasimpleexplanationtotheChinesestudentsdonotknowhowtolistentoEnglish,butalsocanbedesignedforthemtodotheworkoractivities.

2.2Bilingualeducationinsecondaryschools

StudentsreceivebilingualeducationthanthelocalnativeAmericanstudentsonmorethanoneestablishedspecificallyforimmigrantstudentsofESLEnglishclassatthesametime,ifschoolshavebilingualteachers,theywillbeplacedintothe“bilingual”inside,Althoughordinarystudentswiththesamecoursesaselectives,butimmigrantstudentsinthemathematics,science,socialsciencemajorsubjectoftheseclasses,teachersuseChinesetoexplaintheconditiongoodschools,studentswillhaveChinesetextbooks.Isnotthemainbranchesofart,music,sports,andothercourses,aswellasthemajorsubjectinEnglish,immigrantstudentstellordinarystudentstogetherwithBritaintotheschool.Becauseofthisthenatureofbilingualeducationasa"transitional"mainlybilingualteachersaretouseEnglishtocometogivelecturesinChineselastresorttoexplain.Intheclassroom,theuseofalotof"instanttranslationofthemethodsofinstruction”,thatistosayanEnglishandimmediatelyputittranslatedintoChinese,inordertounderstandstudents.Adisadvantageofthisapproachis:

becausestudentswillknowthatsoonerorlater,Chineseteachers,therefore,simplydoesnotlistentoateacherofEnglish,therefore,unabletoprogressinEnglishproficiency.

Whetherprimaryorsecondaryschool,whenimmigrantstudentsintheEnglishproficiencyoft