Bilingualism

Category: Education/Science >> Vocational Education

Description of the problem:

What is bilingual teaching?

What is the organization of a bilingual textbook?

Answer:

First, the basic connotation of bilingual education

The so-called bilingual education, that is, the use of non-native language for some or all of the non-language subjects of the teaching of the actual connotation of the different countries and regions there are differences. For example, in Canada, bilingual education generally refers to the form of teaching in French in English-speaking areas. In the United States, bilingualism generally refers to the teaching of subjects in Spanish. In Australia, bilingualism refers to the teaching of some subjects in a non-native language (English). The aim is mostly to enable these countries, with their large numbers of immigrants, to better reflect their diverse ****integration. In Europe, the situation of bilingualism is more complex and involves languages that are mostly Anglo-Chinese, aiming at strengthening the communication between countries, prospering the economy and creating synergies. Bilingual teaching, which is being explored and tested in China and many Asian countries and regions, generally refers to a system of teaching subjects in English. Therefore, the connotation of bilingual teaching, which is now beginning to be tested and promoted, should also fall into this category. The basic requirement of internationally recognized bilingual education in the general sense is the planned and systematic use of two languages as the medium of instruction in the process of education, so that students can achieve a smooth and natural development in terms of their overall academic knowledge, their competence in the two languages as well as the learning and growth of the cultures represented by the two languages. Here, the second language is the language and means of instruction rather than the content or subject of instruction.

The feasibility of implementing bilingual teaching

Although the overall level of English of students in higher vocational colleges and universities is lower than that of undergraduates, from the point of view of the current teaching plan for higher vocational education, more attention has been paid to highlighting the teaching of English language classes while ensuring that the teaching of basic courses and specialized courses is being carried out at the same time. Taking the economics majors of Tianjin Vocational University as an example, in the three-year curriculum arrangement, foreign language courses are offered in parallel with the professional courses, and special English courses (intensive reading and extensive reading) are arranged for each semester, and some majors also employ foreign teachers to teach the oral courses, and give full play to the auxiliary role of modern teaching means (such as voice room) in teaching, so that the teaching effect of English courses is greatly improved, and the English level of the students is greatly improved compared to that of the past. The teaching effect of English classes has been greatly improved, and the English level of students has been greatly improved, which lays the foundation for the establishment of bilingual classes. However, due to the uneven level of students as a whole, it is not yet possible to implement bilingual teaching in all classes of a certain course. The feasible plan is to set up bilingual classes for the better English-speaking students in separate groups on the basis of selection. For example, there are three classes of hotel majors in Tianjin Vocational University***, all of which have been strengthened in English in the first year, and then 30 students were selected to open BTEC courses in the second year according to self-referrals and through examinations, and the students in this class have a better foundation in English, and some of them have already got the certificate of University English IV, and some of them have taken part in various English trainings or English corner activities in their spare time. In the process of teaching, students can basically adapt to bilingual teaching, and can echo with the teacher in the classroom, and the teaching effect is better.

At present, many institutions have regular or irregular academic exchanges with foreign countries, or cooperate with foreign institutions to run schools, which brings opportunities for teachers to further study or investigation, and helps to improve teachers' English and professional level, and the academic exchanges also provide favorable conditions for the introduction of original textbooks for bilingual teaching. At the same time, many professional teachers are also improving their English level through various ways. Therefore, bilingual teaching has a certain teacher base.

Third, the basic form of bilingual teaching and curriculum design

1. The basic form of bilingual teaching

"Bilingual teaching" can have different forms: (1) schools use a language that is not the language that students use at home for teaching. This model is called: immersion bilingualism. (2) Students are taught in their mother tongue when they first enter the school, and then gradually are taught some subjects in a second language, while other subjects are taught in their mother tongue. This model is called maintenance bilingualism. (3) Students enter school using part or all of their mother tongue, and then gradually switch to using only the second language. This model is called transitional bilingualism.

China is not like Singapore, Canada, India is a bilingual country, the language environment is not both Chinese and foreign, so China's bilingual teaching environment determines that China's bilingual teaching can only be the above form of "maintenance bilingual teaching".

2. Curriculum design of bilingual teaching

(1) Cultivation goal of bilingual teaching. The goal of bilingual teaching is dual, one is to acquire subject knowledge, and the other is to cultivate and improve students' ability to use foreign languages.

(2) The choice of subjects. In view of the current situation of students in higher vocational colleges and universities and the lack of sufficient experience and conditions for bilingual teaching, at the present stage, higher vocational colleges and universities to carry out bilingual teaching should choose those courses that are relatively easy to use as a cut-off point, because students have a preliminary understanding or a certain foundation, so it is easy to achieve the expected teaching results. For example, in the Nutrintion and Di et, which is offered in the BTEC course of the hotel program of Tianjin Vocational University, students have a preliminary understanding of the nutrients such as proteins, finger fat, carbohydrates, calcium, vitamins, etc. in their daily life, so that when bilingual teaching is adopted, students can enter into the roles and understand the contents of the lectures with relative ease. At the same time, the Principles of Management, because students have not been exposed to, even if the use of Chinese lecture is not very easy to grasp, therefore, the use of bilingual teaching, students generally feel that Kyaukphyu struggling. Therefore, in the choice of courses should be the first easy and then difficult, and gradually expand the scope.

Otherwise, the students to

not very skilled language to accept something completely foreign, the result can only be contrary to the original intention of the teaching.

(3) Adopt a teaching mode compatible with bilingual teaching n The teaching process of any one mode is complex, and the behavior of teachers and students in the learning process is also diverse. Generally speaking, the teaching process can be decomposed into three sub-processes: the teaching process is strong *** the relationship between teachers and knowledge; the cultivation process highlights the relationship between teachers and students; and the learning process emphasizes the relationship between students and knowledge. In higher vocational bilingual teaching, in order to exercise the students' ability and realize the dual teaching objectives of bilingual teaching, the traditional "injection" teaching method must be changed and replaced by a new "student-centered" teaching mode. Therefore, the learning process has become the focus of the teaching process, the teacher puts forward the subject, the students use the knowledge to find their own solutions to the problem. In actual teaching practice, the author has adopted such classroom teaching methods as case study, brainstorming, simulation, etc., to encourage students to think, present and solve problems in foreign languages. With the continuous development of teaching activities, students from the initial uneasiness and shyness to open their mouths, to later participate actively, actively speak, they have become accustomed to and like this model.

In addition, the teaching should pay attention to the correct handling of the relationship between foreign language teaching and professional teaching. It must be clear that bilingual teaching is not simply learning a foreign language, but learning in a foreign language, students should focus on mastering the professional knowledge, do not turn the bilingual class into a replica of the ordinary English class.

Since bilingual teaching is a new teaching mode, how to assess the degree of students' mastery of knowledge is another key and difficult point of bilingual teaching. At present, there is no uniform standard, the author only will Tianjin Vocational University bilingual teaching in the application of the assessment method is briefly as follows: according to the characteristics of bilingual teaching, the assessment of the students can not use the traditional examination paper assessment, and the use of a comprehensive several times the coursework results. The coursework mentioned here is different from the after-class homework in the usual sense. First of all, it needs students to complete it in English, which exercises students' English writing ability to a certain extent; secondly, the content of coursework should pay attention to the practical operation, that is, on the basis of applying the classroom knowledge, students must obtain part of the information needed in the coursework by means of social investigation, searching for information, observing and researching, and practicing, etc. By completing the coursework, students not only consolidate the knowledge they have learned, but also exercise their ability of communicating with others, cooperating with others, and cooperating with other people. By completing the coursework, students not only consolidate what they have learned, but also exercise their ability to communicate with others, cooperate with others, and acquire information. It is important to note that before assigning coursework to students, 'teachers must carefully design the coursework, specify the knowledge points to be achieved in the coursework, the parts of the coursework in which students are expected to demonstrate the knowledge points to be achieved, and the criteria for grading the coursework, and explain them clearly to the students. A course can be designed with 3-4 assignments depending on the number of knowledge points, and at the end of the semester, a final grade will be given based on the combination of assignments.

(4) Correctly handle the relationship between mother tongue teaching and foreign language teaching. In bilingual teaching, the second language used by the teacher to explain the content of the subject must be in line with the current level of understanding of the second language of the students, avoiding the use of rhetorical language in the second language to explain the content of the subject, and paying attention to expanding the vocabulary of the second language of the students. However, under the current circumstances, it is still not feasible to use English to teach all the time in class in higher vocational colleges and universities, and it is necessary to make students understand and master the teaching content better through the cooperation of the mother tongue, therefore, the role of the first language in teaching should not be neglected. First of all, the first language can provide students with relevant background knowledge for learning the content of the subject, which helps them to accurately understand the information input in the second language; secondly, the first language can help students to develop their basic reading ability; thirdly, the first language can help students to develop their "advanced linguistic competence"; and fourthly, the first language can provide a sense of security for students to learn the content of the subject. Fourthly, the first language can provide students with a sense of security in learning the subject matter. Since teachers know their students' first language, their fear of not being able to understand instruction in the second language is reduced, and students are psychologically assured that they will learn the second language well. However, teachers try to minimize the use of the first language to avoid students becoming dependent on the first language.

(5) Provide sufficient teaching resources. Bilingual teaching is very strong *** The guarantee of learning resources, foreign language textbooks is a necessary condition for bilingual teaching, which can make teachers and students access to the "original" English, but as a powerful supplement to classroom teaching - the role of teaching reference books can also not be ignored. But as a powerful supplement to classroom teaching, the role of teaching reference books should not be ignored. Often higher vocational colleges and universities are rich in Chinese reference resources for various majors, but there is a great lack of foreign language professional reference materials, resulting in the need for teachers to translate Chinese materials into foreign languages when preparing for classes, and then use foreign languages to teach, and students can not have access to more original language materials outside the classroom, and there is a disconnect between the classroom and the classroom, which makes it impossible to carry out substantive bilingual teaching. This problem needs to be solved.

Of course, there are still some important problems to be solved in realizing bilingual teaching. For example, one of the prominent problems is that the status of teachers has become a bottleneck for bilingual teaching in China's higher vocational colleges and universities. At present, there are not many teachers who can engage in bilingual teaching in China's higher vocational colleges and universities. Teachers are single-competent, professional teachers are less competent in English, and general English teachers do not know their specialty, which limits the development of bilingual teaching in higher vocational colleges and universities to a certain extent. Therefore, in the long run, it is necessary to establish a training system for bilingual teaching teachers as early as possible.

The U.S. Foreign Service Institute (TheUS. Foreign Servicelnstitute) has set up a language proficiency program measurement method. Its standard (FSl)*** set up five levels of competence:

A. The level that can be achieved through 2-5 months of intensive formal study o

B. The level that can be achieved through 6-9 months of intensive formal study.

C. A level that can be achieved by a person who has lived abroad for 3 years and has studied the local language extensively.

D. The level achieved by a person who has lived abroad for 4 years and has studied and applied the local language extensively.

E. The level of language proficiency of adults of the same ethnic group who have had undergraduate education.

On the basis of this criterion, the contemporary linguistic community recognizes that traditional formal instruction does not solve the problem of passing levels of second-language learning, but only at the A and B levels. Therefore, people are looking for a mode of language learning that is twice as effective with half the effort, and now there has been a breakthrough, which is the two major modes of localized bilingual teaching and internationalized international students' education, and this is taken as the mode positioning of the two major aspects of a proposition of contemporary bilingual teaching, which has been approved by the linguistic communities of various countries. Therefore, how to conform to the development of international and domestic situation and cultivate compound talents is a major issue of contemporary vocational education. Actively try to higher vocational bilingual teaching will make a positive contribution to improve the quality of higher vocational talents.