双语教学的发展前景及挑战.docx

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1、中 南 大 学CENTRAL SOUTH UNIVERSITY高等教育自学考试英语专业毕业论文题 目 双语教学的发展前景及挑战 题目类别 教 学 类 学生姓名 程 宇 英 考 籍 号 6 单位或学校 中南大学继续教育学院 联系电话 完成时间 2012年8月 THE CHALLENGE AND PROCPECT OFBILINGUAL TEACHINGbyCheng Yuying(6)August 2012Further Education College of Central South UniversityAcknowledgementsHere and now, I would like

2、to extent my sincere thanks to all those who have helped me make this thesis possible and better. I am deeply grateful to my honorable supervisor, Ms. Wang Juan, who have checked through my thesis with patience and given my instructive suggestions. Without her enlightening instructing, impressive ki

3、ndness and patience, I could not have completed my thesis.I would like to thank all my teachers who have helped me to develop the fundamental and essential academic competence. My sincere appreciation also goes to the teachers and classmates. Last but not least, I would like to thank all my friends,

4、 especially my lovely roommates, for their encouragement and support.Contents目录ABSTRACTI摘 要1INTRODUCTION2Chapter 13The Characteristics of Bilingual Teaching31.1 Student-centered41.2 Bilingual Teaching Progress Model6Chapter 29The Prospect of Bilingual Teaching92.1 The Need of Training High-quality T

5、alents92.2 The Need of Countrys Development11Chapter 313The Challenge of Bilingual Teaching133.1 Primary and Secondary School Implementation Phase143.1.1 The Challenge of Teachers143.1.2 The Challenge of Students163.1.3 The Challenge of School Administration163.2 University Implementation Phase173.2

6、.1 The Challenge of Teachers173.2.2 The Challenge of Students213.2.3 The Challenge of School Administration22Conclusion25Bibliography1AbstractIn China, bilingual education is still in the early stage of development. Bilingual teaching has a bright prospect. On the one hand, it is helpful to develop

7、comprehensive high-quality talents; on the other hand, it is conductive to national economic progress and technological development. The promotion of bilingual teaching makes our students have become more competitive in the 21st century, and it is also the national development needs. However, the pr

8、omotion of bilingual education is a long-term process, which still faces many challenges. Bilingual teaching development needs teachers, students and School administration to make some adjustments and changes. This research make an overall knowing and understanding to the characteristics and advanta

9、ges of bilingual teaching on the foundation of theory, and take a deep investigation and research to the prospects and challenges of the bilingual teaching development. I hope this study would enhance our understanding of bilingual teaching, promoting the reform of the education model.Key words: bil

10、ingual teaching, characteristics, advantages, prospect, challenge摘 要双语教学在我国仍然处于发展的初级阶段。双语教学的发展前景非常大，一方面它有利于培养综合性的高素质人才，另一方面来说它有利于国家经济的进步和科技的发展。推广双语教学，让我们的学生在21世纪具备更强的竞争力，是国家发展的需要。但双语教学的推广是一个长期的工作，仍然面临许多的挑战。双语教学的发展需要有师资、学生和整个教育大环境的配合。因此本文在理论研究的基础上对双语教学的特点和优势进行了全面的认识和理解，同时对目前英语教育发展的状况和双语教学的发展前景以及面临的挑战

11、进行实证探讨和研究。希望通过本研究加强我们对双语教学的认识，从而促进教育模式的改革。关键词：双语教学，特点，优势，前景，挑战IntroductionWhat is bilingual teaching? In defining bilingual teaching many writers have emphasized the use of two languages (Ovando, 2006) or the knowledge of two languages. However, competency in each of the two languages lies along a c

12、ontinuum from highly proficient to barely capable. The bilingual can be said to function in two language environments and can participate in the social life of both groups where his verbal response would be that expected by the group.In the process of bilingual teaching practice and exploration, I a

13、lso appreciate that the bilingual teaching and learning are two-side cultural transfer. Bilingual teaching can have a subtle influence on the cultivation of students humanistic qualities and ways of thinking training. And it is a good opportunity to teachers to learn and improve. Teachers can stand

14、on the intersection of Chinese and foreign teaching ideas to compare the differences between Chinese and foreign cultural. Bilingual education must not only strengthen the teaching and learning of English, but bilingual education must be a world of advanced culture and the study of human civilizatio

15、n. Bilingual teaching can help China access to the WTO and integrate into global community. Bilingual teaching promotion makes our students become more competitive. It also helps our country become stronger. This paper includes three chapter, conclusion, bibliography and acknowledgement. The first c

16、hapter is the characteristics of bilingual teaching. There are two sections in this chapter: the students-centered teaching form and the special teaching model of bilingual teaching. The second chapter is the prospect of bilingual teaching development. There are two sections in this chapter: the nee

17、d of training high-quality talents and the need of Chinas development. The third chapter is the challenge that bilingual teaching are facing. There are two sections in this chapter: primary and secondary schools implementation phase and university implementation phase. In these two parts, I will dis

18、cuss the challenges that school administration, teachers and students are facing.Chapter 1The Characteristics of Bilingual TeachingThe connotation of bilingual teaching in science subject is discussed. It is very important to train multi-skilled talents for the international communication and employ

19、ment competition. The characteristics of the bilingual teaching are discussed from the aspects of student-centered and bilingual teaching progress model. The student-centered teaching methods are good to improve the teaching quality.1.1 Student-centeredBilingual teaching is different from traditiona

20、l teaching. We have to break the traditional classroom model. Students are not as a container to learn but to as a dynamic body. Bilingual teaching helps students participate actively and initiatively in the teaching process. It can build students autonomy, initiative, and creativity. English is a p

21、ractical language, which need students have certain ability of listening, speaking, reading, writing. And students not only have the English knowledge, but the practical ability is also very important. Briefly speaking, students-centered refers to students develop their potential dynamically. Studen

22、ts are the main role in the teaching activities, and teachers, textbooks, and teaching methods should be service for students learning. Teachers are just guide or facilitator, whoguide students to actively participate in teaching activities and to serve as the main character in the class.We clearly

23、recognize that the fundamental reason for development of things is the inherent contradictions of things. The external factors are conditions of the defense; the internal factors are the basis of change. And the external enter to enforce by the internal. In the teaching process, the development of s

24、tudents knowledge, ability, quality, character come from the students own internal contradictions. Although Teachers, teaching content, teaching methods, teaching equipment, etc. are also very important for students, the external factors are still rely on the internal.Student-centered learning (also

25、 called child-centered learning) is an approach to education focusing on the needs of the students, rather than those of others involved in the educational process, such as teachers and administrations. This approach has many implications for the design of curriculum, course content, and interactivi

26、ty of courses. Student-centered learning, that is, putting students first, is in contrast to teacher-centered learning. Student-centered learning is focused on the students needs, abilities, interest, and learning styles with teacher as facilitator of learning. This classroom teaching method acknowl

27、edges student voice as central to the learning experience for every learner. Teacher-centered learning has the teacher at its centre in an active role and students in a passive, receptive role. Student-centered learning requires students to be active, responsible participants in their own learning.1

28、.2 Bilingual Teaching Progress ModelThere are several different types of bilingual education program models: the first is called Transitional Bilingual Education. This involves education in a childs native language, typically for no more than three years, to ensure that students do not fall behind i

29、n content areas like mathematics, science, and social studies while they are learning English. Research has shown that many of the skills learned in the native language can be transferred easily to the second language later. The goal is to help student transition to mainstream, English-only classroo

30、ms as quickly as possible, and the linguistic goal of such programs is English acquisition only. In a transitional bilingual program, the students primary language is used as a vehicle to develop literacy skills and acquire academic knowledge. It is used to develop literacy and academic skills in th

31、e primary language.The second one is Dual Language Immersion Bilingual Education. These programs are designed to help native and non-native English speaker become bilingual and literate. The two-way bilingual immersion program has 90% of the instruction in grade K-1 in minority language which is les

32、s supported by the broader society and 10% in the majority language. This proportion gradually changes in the majority language until the curriculum is equally divided in both the language by the 5th grade. The two-way bilingual immersion program is based on the principle of clear curriculum separat

33、ion of the two languages of instruction. Teachers do not repeat or translate the subject matter in second language but strengthen concepts taught in one language across the two languages in a spiral curriculum in order to provide cognitive challenge (Thomas & Collier. 2005). The languages of instruc

34、tions are alternated by theme or content area. This type of immersion is required to develop the dual language proficiency, as social language can be mastered in couple of years, but a higher level of competency is required to read social studies texts or solve mathematics word problems, roughly aro

35、und 5 to 7 years (Agirdag, 2010). Dual Immersion classrooms encourage students native language maintenance and allow language minority students to remain in classrooms with their native English-speaking peers, resulting in linguistic and socio-cultural advantages. As of May 2005, there are 317 dual

36、immersion programs operating in elementary schools in the United States in 10 different languages. Dual Language programs are less common in US schools, although research indicates they are extremely effective in helping students learn English well and aiding the long-term performance of English lea

37、rners in school. Native English speakers benefit by learning a second language. English language learners are not segregated from their peers. Another form of Bilingual Education is a type of Dual Language program that has students study in two different way: 1) A variety of academic subjects are ta

38、ught in the students second language, with specially trained bilingual teachers who can understand students when they ask questions in their native language, but always answer in the second language; and 2) Native language literacy classed improve students writing and higher-order language skills in

39、 their first language. Research has shown that many of the skills learned in the native language can be transferred easily to the second language later. In this type of program, the native language classes are content-based, rather than grammar-based, so students learn all of their academic subjects

40、 in the second languageChapter 2The Prospect of Bilingual TeachingBased on the experiences accumulated from the practices and exploring of bilingual teaching, some topics are discussed in this paper, such as patterns of bilingual teaching, measures of teaching and the selection of textbooks. The pap

41、er also analyze bilingual teaching can train high-quality talents and is helpful to countrys development.2.1 The Need of Training High-quality TalentsLanguage is a vehicle for the learning of other subjects in the curriculum, and is the means by which students can be initiated into the modes of lear

42、ning that will provide for them a general education. One of the goals of implementing bilingual teaching is to cultivate a great number of high-talents who have a good command of English. On the one hand, students can receive new knowledge and technology more rapidly in a non-mother-tongue environme

43、nt by bilingual teaching training. According to the latest statistics, English as the most common language of international communication, 90% of modern authoritative papers and works published in English, 70% information are spread by the English. In order to make students get more knowledge, grasp

44、 the latest information, bilingual teaching is taking up the responsibility of training an international perspective, international competitiveness, and innovative comprehensive talents. It enhances students abilities and creativity. Researchers have shown that students who can understand more than

45、one language, have higher analytic and issue solving abilities. These kind of young children are more creative, confident and have a quick reaction to some things than their peers who know only one language. Bilingual students know a lot of vocabularies and can express themselves in a good way. Comp

46、ared with the traditional English teaching, bilingual teaching pays more attention to the penetration of English and other subjects. It supports students make better use of English. Bilingual teaching not only enable students to acquire knowledge by using English as a tool, more importantly, is that

47、 the introduction of foreign advanced English teaching ideas and teaching methods. The goal of bilingual teaching is to learn subject knowledge by the second language, which promotes students to actively adapt to two different cultures and communication, and to develop students cross-cultural awaren

48、ess. Different languages have different information organization ways and thinking ways. Bilingual learning is very useful to help students have two different ways of thinking. The collision and fusion different thinking ways is great benefit to build students creative thinking.The great significanc

49、e of bilingual education might be observed from the way it contributes to the development of individual. Using the expertise of some other language comes the understanding of a distinct culture. This widens the horizons with the individual, generating him a lot more accepting and comply with folks who are d