双语教学英语版本科毕业论文幼儿双语英语教学初探.doc

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 University 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 much 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 completion 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 china. 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 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 developed 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.Key words: English Teaching, Bilingual Instruction, Children 幼儿双语英语教学初探内 容 摘 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： 英语教学 双语教育 儿童Contents1. THE INTRODUCTION OF BILINGUAL INSTRUCTIONS11.1 The Definition and Origin of Bilingual Instructions .11.2 Different Types of Bilingual Instructions . 21.3 Characteristics of Good Bilingual Instructions . 21.4 Models of Bilingual Education .32. CHARACTERISTICS OF CHILDREN'S ENGLISH LEARNING . 43. BILINGUAL INSTRUCTIONS AND CHILDREN ENGLISH TEACHING . 53.1 Problems Involved in Childrens English Teaching . 53.2 Relationship between Bilingual Teaching and Children's English Learning . 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 Teaching.103.4 Evidence on the Effectiveness of Bilingual Instructions .104. SUGGESTIONS ON BILINGUAL INSTRUCTIONS IN ENGLISH TEACHING FOR CHILDREN .125. CONCLUSION .15On Bilingual Instructions in English Teaching for Children1. The Introduction of Bilingual instructions1.1 The Definition and Origin of Bilingual 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, 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 same 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 impede 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 their 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 classes 尚晓鹏，2006：浅谈幼儿英语教学J，科教文汇 were able to test out within three years. Only 7% of the students who 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 in both English and a second language, thus allowing only half as much material to be taught in a given 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 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. 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 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 difficult 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 language 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 gives 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 learning environment. 1.3 Characteristics 余强，2005(1)：双语教育和儿童认知发展关系的百年探索J，南通大学学报:教育科学版 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 following 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 recognizes 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 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 the 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 minority 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 States 尚晓鹏，2006：浅谈幼儿英语教学J，科教文汇.Bilingual teaching mode of teaching should be suitable for children's 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 Transitional bilingual education more applicable to children's bilingual study. For the following reasons: Transitional Bilingual Education，which involves education in a child's native language, typically for no more than three years, to ensure that students do not fall behind in content areas like mathematics, science, and social studies while they are learning English. Research 裴东红，2005(2):幼儿双语教学游戏化的实验研究J，教育论坛 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, and the linguistic goal of such programs is English acquisition only. In a transitional bilingual program, the student's 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. Characteristics of Children's English Learning Second Language acquisition 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 is the necessity of recent times, while the learning of foreign language together with one's 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 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, before 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.Learning 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 pronunciation, vocabulary, 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 babies 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. 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 phenomenon" that depends upon many variables, including the native language of the students, 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 Problems 杨敏，2005(5):浅论幼儿英语教学方法J，江西教育学院学报 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, teaching 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 learning 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 kind 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 and children in their three to four years old are generally regarded the best time for language development ac