双语教学英语版本科毕业论文幼儿双语英语教学初探

《双语教学英语版本科毕业论文幼儿双语英语教学初探》由会员分享，可在线阅读，更多相关《双语教学英语版本科毕业论文幼儿双语英语教学初探（22页珍藏版）》请在装配图网上搜索。

1、On Bilingual Instructions in English Teaching for ChildrenByWei RuilianA thesis submitted to Xian University of Finance & Economics in partial fulfillment of the requirements for the degree of Bachelor of ArtsUnder the Supervision ofGuo YingClass: English 0805Foreign language DepartmentXian Universi

2、ty of Finance & EconomicsMay 2012AcknowledgementI would like to take this chance to express my sincere gratitude to my supervisor, Ms Guo Ying, for her kindly assistance and valuable suggestions during the process of my thesis writing. Her willingness to give her time so generously has been very muc

3、h appreciated. My gratitude also extends to all the teachers who taught me during my undergraduate years for their kind encouragement and patient instructions.Last but not the least, I would like to offer my particular thanks to my friends and family, for their encouragement and support for the comp

4、letion of this thesis.On Bilingual Instructions in English Teaching for ChildrenAbstractMore and more kindergartens have been offering English course, with increasing demand of the kids to learn English as early as they can. In past few years, English education has also entered kindergartens in chin

5、a. However, The kindergarten education of English in practice and exploration stage is lack of mature theory to corresponding guidelines. In the process of practice it has more confusing problems. And bilingual education has been regarded as a new language education form, which broke the traditional

6、 English teaching. The early education of childhood offers the study of English education and practice new point of view with bilingual instructions in class. Therefore, English education and bilingual kindergarten education are of great theoretical and practical significance. This paper will be dev

7、eloped with the certain issues of bilingual instruction. Contents include the definition and features of bilingual English teaching and kindergarten education as well as the relationship between them. It also discusses problems of English teaching, the principles, methods, feasibility, and solutions

8、.Key words: English Teaching, Bilingual Instruction, Children 幼儿双语英语教学初探幼儿双语英语教学初探内内 容容 摘摘 要要伴随着英语教育低龄化的时尚，越来越多的幼儿园开展了英语教育。在过去的几年里，我国各大幼儿园也开展了不同程度的英语教育。然而，这些幼儿园的英语教育尚处于实践和探索阶段，缺乏成熟的理论来进行相应的指导。实践过程中困惑多，问题多。而双语教育作为一种新兴的语言教育形式，打破了传统意义上的英语教育教学。在幼儿教育方面同样为其双语课堂教育的研究和实践提供全新的视角。因此，幼儿园英语教育和双语教育有重要的理论和现实意义。本论

9、文将基于幼儿园双语教育问题展开。内容包括幼儿园英语教学和双语教育的定义、特征、以及它们之间的关系、幼儿英语教学存在的问题、幼儿双语教学的原则、方法、可行性以及存在的问题和解决对策。关键词关键词： 英语教学 双语教育 儿童Contents1. The Introduction of Bilingual Instructions.11.1 The Definition and Origin of Bilingual Instructions .11.2 Different Types of Bilingual Instructions . 21.3 Characteristics of Good

10、Bilingual Instructions . 21.4 Models of Bilingual Education .32. Characteristics of Childrens English Learning . 43. Bilingual Instructions and Children English Teaching . 53.1 Problems Involved in Childrens English Teaching . 53.2 Relationship between Bilingual Teaching and Childrens English Learni

11、ng . 83.2.1 Significance of Bilingual Instructions . 83.2.2 Benefits of Bilingualism and Theoretical Foundations of Bilingual Education . 93.3 Issues to be Noted in Bilingual Instructions . 93.3.1 Motivations to Learn a Second Language 93.3.2 Second Language Knowledge and Skills on Bilingual Teachin

12、g.103.4 Evidence on the Effectiveness of Bilingual Instructions .104. Suggestions on Bilingual Instructions in English Teaching for Children .125. Conclusion .15 2On Bilingual Instructions in English Teaching for Children1. The Introduction of Bilingual instructions1.1 The Definition and Origin of B

13、ilingual InstructionsTeaching methods designed to facilitate education of nonEnglishspeaking students in American elementary and secondary schools by teaching them in their native language as well as in English. An outgrowth of the federal governments official sanction of bilingual education in 1968

14、, there are two basic methods of bilingual instruction in use in American public schools: the native language method and ESL, or English as a second language. In the native language method, bilingual teachers teach basic language skills in the students native language and eventually reteach those sa

15、me skills in English. ESL uses immersion in English language instruction to force the student to listen and speak nothing but English. The theory behind bilingual instruction is that forcing children to study such subjects as mathematics and science in a language they do not speak fluently will impe

16、de their progress in those subjects. However, a study of bilingual education in New York City in 1994 found just the oppositenamely, that even the most recent immigrants who took most of their classes in English fared better academically than students in bilingual programs where they could speak the

17、ir native tongues. The study found that only 51% of students who entered bilingual classes in kindergarten were able to test out within three years and join conventional classes. In contrast, 79% of students who entered ESL classes1 were able to test out within three years. Only 7% of the students w

18、ho entered bilingual programs in sixth grade were able to test out within three years. The reason for the slow academic progress was traced to the need to repeat everything 1 尚晓鹏，2006：浅谈幼儿英语教学J，科教文汇 2in both English and a second language, thus allowing only half as much material to be taught in a gi

19、ven time. In addition, the study found that even students who tested out of bilingual education displayed inadequate English-speaking skills compared to ESL students. New York City offers bilingual education in Spanish, Chinese, Haitian Creole, Russian, Korean, Vietnamese, French, Greek, Arabic and

20、Bengali, at a cost of more than $400 million a year. 1.2 Different Types of Bilingual InstructionsThe following are several different types of bilingual education program models:1）The use of a single school language which is not the childs home language. This is sometimes called an immersion program

21、. 2）The use of the childs home language when the child enters school but later a gradual change to the use of the school language for teaching some subjects and the home language for teaching others. This is sometimes called maintenance bilingual education. 3） The partial or total use of the childs

22、home language when the child enters school and a later change to the use of the school language only. This is sometimes called transitional bilingual education.As to the above three different types of bilingual education, the third one show some advantages than the other two types. It would be diffi

23、cult for the children to be interested in the language learning if we use the immersion method. They can not understand the language well, and also this method may bring them some pressure in a long term. The second type of bilingual instructions also cannot reach the goal of teaching foreign langua

24、ge well, for if the children had the chance to speak their native language and foreign language at the same time, they would be very likely to choose to speak mother tongue, so it may be very difficult for the children to learn foreign language effectively. While the third way of teaching method giv

25、es the children time to know foreign language in some degrees, this makes them think that it is a natural thing for them to learn the language. And a later change to the use of the school language only will be easy for them to adopt. The only foreign language use in school can really give the good l

26、earning environment. 31.3 Characteristics1 of Good Bilingual Instructions Good bilingual education programs recognize and build upon the knowledge and skills for children school. They are designed to be linguistically, culturally, and developmentally appropriate for the students and have the followi

27、ng characteristics:1. High expectations for students and clear programmatic goals. 2. A curriculum that is comparable to the material covered in the English-only classroom. 3. An English-language development component.4. An English-language development component.5. Multicultural instruction that rec

28、ognizes and incorporates students home cultures.6. Administrative and instructional staff and community support for the program.7. Appropriately trained personnel.8. Adequate resources and linguistically, culturally, and developmentally appropriate materials.9. Frequent and appropriate monitoring of

29、 student performance.10. Parental and family involvement.1.4 Models of Bilingual EducationTransitional：This model encompasses all Bilingual Education programs which aim to shift students to the majority language, help students assimilate to mainstream cultural norms, and incorporate students into th

30、e national society. This is the most commonly used model in the United States. Maintenance：This model encourages students to maintain their native language, strengthen their cultural identity, and affirm their civil rights in the national society. Enrichment：This model supports the development of mi

31、nority languages on the individual and collective levels, cultural pluralism at school and in the community, and an integrated national society based on the autonomy of cultural groups. This model is becoming increasingly common in Canada and the United States2.1 余强，2005(1)：双语教育和儿童认知发展关系的百年探索J，南通大学学

32、报:教育科学版2 尚晓鹏，2006：浅谈幼儿英语教学J，科教文汇 4Bilingual teaching mode of teaching should be suitable for childrens bilingual study，So they have to choose a kind of the most suitable mode Or put several mode effective together, However, due to the children accept ability and skills are limited, So I think Transi

33、tional bilingual education more applicable to childrens bilingual study. For the following reasons: Transitional Bilingual Education，which involves education in a childs native language, typically for no more than three years, to ensure that students do not fall behind in content areas like mathemat

34、ics, science, and social studies while they are learning English. Research1 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 students transition to mainstream, English-only classrooms as quickly as possible,

35、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 the primary language. 2. Char

36、acteristics of Childrens English Learning Second Language acquisition2 is the necessity of recent times, while the learning of foreign language together with ones mother tongue is a way which more suitable for children. The learning of a foreign language will benefit a lot when one tries to acquire

37、a second Language. Language acquisition is the critical period, every second language contact or the time to study also has a critical period. The foreign language learning can occur at any age, but age is a great element of the effect of foreign language learning to success. Generally speaking, bef

38、ore puberty (critical period 2-12 years old) is the physical active period to language learning, at this time, the two hemispheres of the brain cortex was not fully functional and lateral change, and this time the brain has plasticity, language acquisition can be naturally and relaxingly manner.Lear

39、ning a second language has many critical periods. Getting a different language skill has age differences and all the skills second language learning, including listening, speaking, reading, writing or 1 裴东红，2005(2):幼儿双语教学游戏化的实验研究J，教育论坛2 张志远、高云智，2002：儿童英语教学法 M ，外语教学与研究出版社 5pronunciation, vocabulary,

40、grammar, there cannot be a fixed best age, every age has their best language learning skills. children ,who start Learning foreign languages earlier, whose language pronunciation and accuracy of the tunnel degree is higher, can even close to native peoples pronunciation. So we should know that babie

41、s have the big advantage in English learning in pronunciation; we should take full advantage of the best period to obtain pure pronunciation” and create a lot of real language environment for perception, training young childrens imitating ability and promoting childrens English speech and handle.3.

42、Bilingual Instruction and Children English TeachingBilingual education is a broad term that refers to the presence of two languages in instructional settings. The term is, however, a simple label for a complex phenomenon1 that depends upon many variables, including the native language of the student

43、s, the language of instruction, and the linguistic goal of the program, to determine which type of bilingual education is used. Students may be native speakers of the majority language or a minority language. The students native language may or may not be used to teach content material.3.1 Problems2

44、 Involved in Childrens English Teaching With the development of economy and more communication between different countries, English learning becomes more and more important. In the field of English education, many aspects have been improved, such as teaching environment, teaching instrument, teachin

45、g skills, teaching theories, teaching methods and so on, while its no doubt that there are still some problems exist in present day. Firstly, in the face of stiff competition, teachers often pay much attention to the perfect scores of their students and often ignore to cultivate the students learnin

46、g skills. Secondly, in China, the roles of students and teachers in English class have not been changed yet. Thirdly, we are lack of English environment, as we learn English; we usually just read the English not to use the English papers. Whats more, English is a 2 杨敏，2005(5):浅论幼儿英语教学方法J，江西教育学院学报 6k

47、ind of language, and language learning should base on culture. Although bilingual teaching for children has taken effects, yet there still exist many unsolved problems. The following are four main existing problems:(1) Psychologists have found that children could obtain quite complex language system

48、 and children in their three to four years old are generally regarded the best time for language development according to the law of children language development, which indicates children at this time have had the potential to learn English. However, in the real life practices and theorists researc

49、hes do not match with each other. People always hold the attitude to use the outcome teaching research without digesting or considering the circumstances and uniqueness of children language development. They lack the ability to think or do the research independently that they are in the track which

50、is extended totally by others. (2) The teachers disqualification is the direct problem in present childrens English teaching, in other words, their professional standards can not meet the demand of teaching with bilingual instructions. The pre-school period is the key and best time to require a lang

51、uage. In this period, a professional teacher is desperately needed to guide children so that they can lay a solid foundation for future development. Those who are qualified for bilingual teaching should be both majors of pre-school education and English. At present, most of the teachers for children

52、 arent trained for teachers by normal colleges. They generally choose English as their major in the college school, but have little training as professional teachers do. So they have no access to the uniqueness for different children in the language development, not to say getting to know children p

53、sychology. Many bilingual teachers do not have a deep understanding for bilingual teaching and their knowledge is shallow. Whats more, they can only open English class simply as a result of lacking ability for listening and speaking, chinglish, poor sentence structure. Additionally, putting emphasis

54、 on class simulation, memorizing excessively and neglecting forming their interests may put children in a passive situation. Teachers are responsible for how to use English as a footstone to lay the foundation for future most extensively.(3) Teaching materials are not suitable for teaching. There is

55、 variety of teaching materials in the market that it is really tough to find one suitable for children. Some may cost thousands of RMB that retards the bilingual development greatly, and most of others are not strong enough to create an emotional atmosphere for English learning. Emphasizing on pronu

56、nciation, vocabulary and grammar but doesnt take the rich cultural background sound a little virtual and it doesnt work well in real life circumstances. Those teaching materials edited by the kindergarten itself cannot promote the development of childrens 7language upgrade their ways of thinking due

57、 to the limits of knowledge and continuity of system. The deal teaching material should be one at reasonable price, from easy to difficult and integrate with local culture and mandatory Euramerican culture. Only in this way can children put what they have learned into practice and realize the differ

58、ence in thinking patterns between China and foreign countries. Experience the achievement in using English can further motivate childrens interests in learning English. (4) Lack of fund also contributes to the difficulties in bilingual teaching for children. The teaching facilities are seldom update

59、d and training teachers or recruiting foreign teachers also account for a good sum of money which exposes great challenge for education environment. Language requiring is actually a process for endless practicing which needs supportive environment, so it calls for advanced teaching facility, excelle

60、nt teachers and fund resource to back it. On the other side, funding can greatly strengthen the research and extension for bilingual teaching ideas. At present, teaching for children havent gotten rid of the mode designed for middle school students and had no specific educational ideas. Most of the

61、teachers just apply the methods and targets for middle school students mechanically and its own distinctiveness does not gain enough attention. It is well believed bilingual teaching for children will produce great breakthrough as long as abundant fund is invested in this area.All in all, there are

62、still some problems1 existing in China education. Therefore, English teaching in China should be reformed. I am willing to conclude the existing problems into four questions.1. Students: “why do we take bilingual classes?”The combination of first language subject matter teaching and literacy develop

63、ment that characterizes good bilingual programs indirectly but powerfully aids students as they strive for a third factor essential to their success: English proficiency. Of course, we also want to teach in English directly, via high quality English-as-a-Second Language (ESL) classes, and through sh

64、eltered subject matter teaching, where intermediate-level English language acquirers learn subject matter taught in English. 2. Students: “why do we learn English in a bilingual class?”Children, as the receiver of the second language, have some difficulties to adopt a foreign language without any in

65、terpretation of their mother tongue. Whats more, the intelligence of the children is not mature enough to accept a foreign language directly. Thus, it would be better and helpful to learn English in a bilingual class. 1 武梦辰，2005(1)：幼儿双语教学面临的挑战J，教育实践与研究 83.teachers：“What is the textbook in a bilingua

66、l class?”It is much better to use the bilingual textbook than pure English book. Bilingual textbook can be a guide to help the children obtain English easily and have a better understanding of the English.4. Students and teachers：“How is a bilingual class going on?”For the easy part, teachers should use English to explain so that the whole class has a good English learning environment. And thus, children can understand and absorb English directly and quickly. While for the difficult and complica