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幼儿双语英语教学初探 On Bilingual Instructions in English Teaching for Children

时间:2014-07-08 08:59:44 来源:www.ukthesis.org 作者:英国论文网 点击联系客服: 客服:Damien

致谢

我想借此机会向我的导师表达我真诚的感激之情,郭女士,在她热心的帮助下,在她中肯的建议下,我的论文得以顺利完成。她百忙之中,仍然抽出时间辅导我,我表示非常感谢。同时,我也感激所有我大学期间的老师,感谢他们的耐心指导和鼓励。最后,我要感谢我的朋友和家人,没有他们的鼓励和支持,我不可能顺利完成这篇论文。
 

内 容 摘 要

伴随着英语教育低龄化的潮流,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
 

Acknowledgement

I 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.
 

Abstract

More 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.#p#分页标题#e#
 

Key words: English Teaching, Bilingual Instruction, Children
 

Contents

1. The Introduction of Bilingual Instructions ....................................................................... 1

1.1 The Definition and Origin of Bilingual Instructions .………………………………...1

1.2 Different Types of Bilingual Instructions …………………………..……………….. 2

1.3 Characteristics of Good Bilingual Instructions ……………………………………... 2

1.4 Models of Bilingual Education ………………………...………………………….....3

2. Characteristics of Children's English Learning ………………………………….…….. 4

3. Bilingual Instructions and Children English Teaching ………………………….…….. 5

3.1 Problems Involved in Children’s English Teaching ………………………….... 5

3.2 Relationship between Bilingual Teaching and Children's English Learning …….…. 8

3.2.1 Significance of Bilingual Instructions ……………………………………….…. 8

3.2.2 Benefits of Bilingualism and Theoretical Foundations of Bilingual Education ... 9

3.3 Issues to be Noted in Bilingual Instructions …………………………………….….. 9

3.3.1 Motivations to Learn a Second Language ……………………………………… 9

3.3.2 Second Language Knowledge and Skills on Bilingual Teaching……………….10

3.4 Evidence on the Effectiveness of Bilingual Instructions …………………….....…..10

4. Suggestions on Bilingual Instructions in English Teaching for Children …………......12

5. Conclusion ……………………………………………………………………………..15
 

On Bilingual Instructions in English Teaching for Children#p#分页标题#e#

1. The Introduction of Bilingual instructions

1.1 The Definition and Origin of Bilingual Instructions

Teaching methods designed to facilitate education of non–Englishspeaking students in American elementary and secondary schools by teaching them in their native language as well as in English. An outgrowth of the federal government’s 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 student’s 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 opposite—namely, 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 classes① 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 Instructions

The following are several different types of bilingual education program models:

1)The use of a single school language which is not the child’s home language. This is sometimes called an immersion program.

2)The use of the child’s 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 child’s home language when the child enters school and a later change to the use of the school language only.#p#分页标题#e#
 

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 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 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 Education
 

Transitional: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 States①.#p#分页标题#e#
 

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. 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, 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 acquisition② 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 people’s 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 children’s imitating ability and promoting children’s English speech and handle.#p#分页标题#e#
 

3. Bilingual Instruction and Children English Teaching

Bilingual 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"① 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 Involved in Children’s 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 it’s 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. What’s 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 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’ researches 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 is extended totally by others.
 

(2) The teachers disqualification is the direct problem in present children’s 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 language. 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 aren’t 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 psychology. Many bilingual teachers do not have a deep understanding for bilingual teaching and their knowledge is shallow. What’s 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 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.#p#分页标题#e#
 

(3) Teaching materials are not suitable for teaching. There is 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 pronunciation, vocabulary and grammar but doesn’t take the rich cultural background sound a little virtual and it doesn’t work well in real life circumstances. Those teaching materials edited by the kindergarten itself cannot promote the development of children’s language upgrade their ways of thinking due to the limits of knowledge and continuity of system. The deal 7 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 difference in thinking patterns between China and foreign countries. Experience the achievement in using English can further motivate children’s interests in learning English.
 

(4) Lack of fund also contributes to the difficulties in bilingual teaching for children. The teaching facilities are seldom updated 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, excellent 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 haven’t gotten rid of the mode designed for middle school students and had no specific educational ideas. Most of the 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 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 development 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 sheltered 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?#p#分页标题#e#

Children, as the receiver of the second language, have some difficulties to adopt a foreign language without any interpretation of their mother tongue. What’s 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.
 

3.teachers:―What is the textbook in a bilingual 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 complicated part, teacher can use the native language to interpret so that students can acquire knowledge effectively.All in all, teachers should use English as much as possible rather than native language in a bilingual class. It can lead bilingual teaching to achieve the best effect.
 

3.2 Relationship between Bilingual Teaching and Children's English Learning

How can let bilingual go well and can have been under development? What the existence conditions between the bilingual teaching of the teacher and students' bilingual study?
 

3.2.1 Significance of Bilingual instructions

In bilingual teaching class, if it is only the teaching of Chinese language or the teacher is fully in Chinese teaching in class, which may have a lot of help for pupils’ Chinese learning, but for the pupils, they would just contact in English, what is more, pupils are in learning language of best time, the teacher do directly result is not the primary school students English play well, for the children's English learning, it can produce very bad influence. So in order to make the bilingual teaching smoothly and help pupils for bilingual education, must be combined with Chinese and English and, to achieve the best effect.
 

In bilingual teaching class, if it is only the teaching of Chinese language or the teacher is fully in Chinese teaching in class, for the pupils, it's hard to understand, and not easy to accept, so it will affect the students for learning English motivation and affection.
 

In order to mobilize students' English learning of the enthusiasm and initiative, must be combined with English and Chinese teaching, such already can give full play to students' age and feature allows the their English study to achieve the best effect, and also improve the students' motivation in English study and interest, achieve the best effect of bilingual teaching. So the relationship between bilingual teaching and children's English learning is Complementary to promote each other.#p#分页标题#e#
 

3.2.2 Benefits of Bilingualism and Theoretical Foundations of Bilingual Education

Bilingual education is grounded in common sense, experience, and research. Common sense says that children will not learn academic subject material if they can't understand the language of instruction. Experience documents that students from minority-language backgrounds historically have higher dropout rates and lower achievement scores. Finally, there is a basis for bilingual education that draws upon research in language acquisition and education. Research done by Jim Cummins, of the Ontario Institute for Studies in Education at the University of Toronto, supports a basic tenet of bilingual education: children's first language skills must become well developed to ensure that their academic and linguistic performance in the second language is maximized. Cummins's developmental interdependence theory suggests that growth in a second language is dependent upon a well-developed first language, and his thresholds theory suggests that a child must attain a certain level of proficiency in both the native and second language in order for the beneficial aspects of bilingualism to accrue. Cummins also introduced the concept of the common underlying proficiency
 

3.3 Issues to be Noted in Bilingual Instructions

3.3.1 Motivation to Learn a Second Language

Research① shows that learning motivation is of two kinds: tools of learning motivation and bleedings of learning motivation. The former refers to that learners hope get social recognition or get economic interests through the foreign language learning, the latter is the desire to like purpose language community members, and understand their way of life, values and culture and knowledge system through mastering the language, and become t a member of the community of language . Motivation of students learning and using the second language of Primary and middle school is mainly the latter. Strong learning ① Shin, F. (1994), Attitudes of Korean Parents toward Bilingual Education, BE Outreach Newsletter, California State Department of Education, 5(2), pp. 47-48 10 motivation will enhance the study enthusiasm, thus improving the learning efficiency.
 

3.3.2 Second Language Knowledge and Skills on Bilingual Teaching

Bilingual teaching is not the same with language teaching (namely the second language teaching), which can be started and ranged from the zero point, so does not bilingual teaching.
 

In the immigration country or different culture happened in countries geopolitical contact, where has a good environment for second language learning, both teachers sides and students sides have bilingual backgrounds, bilingual teaching are naturally well opened up. In our country, on the whole school teachers and students of foreign language degree are uneven; now bilingual teaching in full swing obviously is not realistic. But, in some big cities, it is possible to choose in some good condition of foreign language education, the overall level of foreign language of teachers and students can take the lead in high school in bilingual teaching.#p#分页标题#e#
 

3.4 Evidence on the Effectiveness of Bilingual Instructions

There are numerous studies hat document the effectiveness of bilingual education. One of the most notable was the eight-year (1984-1991) Longitudinal Study of Structured English Immersion Strategy, Early-Exit and Late-Exit Programs for Language-Minority Children. The findings of this study were later validated by the National Academy of Sciences. The study compared three different approaches to educating LEP students where the language of instruction was radically different in grades one and two. One approach was structured immersion, where almost all instruction was provided in English. A second approach was early-exit transitional bilingual education, in which there is some initial instruction in the child's primary language (thirty to sixty minutes per day), and all other instruction in English, with the child's primary language used only as a support, for clarification. However, instruction in the primary language is phased out so that by grade two, virtually all instruction is in English.


The third approach was late-exit transitional bilingual education, where students received 40 percent of their instruction in the ① Willig, A. (1985), A Meta-Analysis of Selected Studies on the Effectiveness of Bilingual Education,Review of Educational Research, 55, 269-316 11 primary language and would continue to do so through sixth grade, regardless of whether they were reclassified as fluent-English-proficient. Although the outcomes were not significantly different for the three groups at the end of grade three, by the sixth grade late-exit transitional bilingual education students were performing higher on mathematics, English language, and English reading than students in the other two programs. The study concluded that those students who received more native language instruction for a longer period not only performed better academically, but also acquired English language skills at the same rate as those students who were taught only in English. Furthermore, by sixth grade, the late-exit transitional bilingual education students were the only group catching up academically, in all content areas, to their English-speaking peers; the other two groups were falling further behind.
 

(1) With the Development of Commodity Economy, it's Necessary to Associate the Economic Development with the World, Which Raises a Means Problem in Mutual Understanding and Mutual Communication. This method is one of the important aspects of the language problem. Therefore, training and the use of foreign language talents have become very urgent questions, on the other hand, with the development of commodity economy, the relationship between people becomes more and more closely, the conflict of interest becomes more and more obvious. A person, who wants to better survive, must improve their value and communication skills, especially language ability, and this is the only way to be easier. If a person is able to master one or more foreign languages, not only can learn foreign advanced technology, but also can be in a strong position in the commodity competition. As a top talent education, which is training social elites, must conforms to and adapt to the world trend, involved in international mainstream, fostering and bringing up a high quality team, training a large number of talents with the abilities of international awareness, international knowledge, international association .Bilingual education is in kindergarten to adapt to the development of the times and is a important way to improve the foreign language communication of young generation.#p#分页标题#e#
 

(2) The mature of Brain development and the adjustment of the language organs are gradual process of formation, but one of the most appropriate and the most rapid age stage is namely the critical period. Both scientific research and practice experience prove that the language acquisition has its critical period. As we all know, children of school age in life is bigger, the fastest stage of plasticity learning and memory, especially in the development of the language and the most significance. However, the current primary 12 school set up foreign language in grade four and every week has two courses .This teaching plan to the students is older (already 10 years old) and every week of class time is scarce, and which is difficult for students to learn and grasp good foreign language. Therefore, in accordance with the development of language rules, from kindergarten age three children start to learn a foreign language is appropriate. At this age they accept and reflect language quickly, especially memory is good.


The experiment proves that young children learn two languages, which concludes both native and foreign language, is possible. Not only enrich their knowledge of the language, and early development of their intelligence is also beneficial. Chinese education has promoting effect to infant's intellectual development, also can make up for the shortage of foreign language teaching. Children in bilingual education phases, not only did not accentuate the burden of inevitability of children's body and mind, and can be avoided in learning age before it becomes a bilingual education or in the foreign language teaching of mother tongue in the foreign language of proactive suppression, reduce the heart activity between mother tongue and foreign language translation. In fact, burden of bilingual education, or the mother tongue has interference to the foreign languages.
 

13 also need, at the same time, take care of the development of children's unique individual characteristics. Second, the kindergarten English teaching should adhere to the principle of gradual. From an evolutionary point of view, human learning of a language is a gradual process; the educational teaching is based on this law and of this design. The kindergarten of English teaching in these features is more apparent, therefore, we must insist on from simple to complex, from lower to intermediate and senior development principle, and must not be too hasty, and must not be eager to hope for success. the advantage of Young children to learn a second language is in their voice, which is not like adults that have to finalize the design, and which has extremely strong plasticity; They are boldly curious, good at imitating memory, and they are in the best period of studying spoken English conversation.


Again, to foster kids' good English study habits, good habits once becoming to a habit will make its benefits for life. at the beginning , Kindergarten English learning activities must pay attention to cultivate children's good study habits, not afraid of the error, and bravely practice and interactive and so on; Also we should pay attention to guide children to use scientific learning methods, to learn how to observe contrasts, to Lenovo memory etc. Such language ability and learning ability to synchronous development in the future is to build the foundation in-depth study in the future. (2) To improve teachers' professional quality must be put to the first position.#p#分页标题#e#


Being a children's qualified English teacher must be full of love which is the basic premise. Every child is sensitive individuals; teachers should carry a love into the infant's mind. As long as we put the use of language and emotional hearted smile to engage in love education that children will fell in the love environment and are willing to try to cater to people like we do and inspire their seeking knowledge desire; Children are kind of pure angel, as long as the teacher give him a little praise, he will try to do better. Young children exist individually differences, but the teacher should love each child for equal. Good children should be timely praised; introverted children should be encouraged more, but for the children of low intelligence should give more attentive caress. Second, the teacher should conform to the children's characteristics and the exploration teaching rule. The kindergarten English learning activities of the game characteristic is decided by the child's age characteristics and learning characteristic. Loving play is the nature of children; games are their most interests in activities. Therefore, the teacher should comply with the nature and let the children to learn the words gradually in all kinds of games. We can make full use of teaching AIDS, design interesting games to attract children to study in the play; to create an English environment, use role-play meet children's desire and find fun in the study; Encouraging children to speak out, in addition, 1
 

4 the differences of children's personality also affect their English learning.

(3) Creating multi-level language and learning environment, giving full play to the role of education environment of raising English ability is the key to the language environment through the teachers and children and children of language communication among activities, which can effectively promote the development of children's English ability. In the child-care institutions of language education activities, we not only need to fully consider language elements of the study, but should take account of children's speech and process of language ability construction. Language to the person's thinking process and the method has certain effect, as native speakers of English and native speakers of Chinese language has clearly a very big difference in the man's thinking; using different languages on the same thing people may have different perception and memory.


Therefore, we should try our best to build a good English environment to the children and offer them the opportunity to communicate and cooperate with each other, let them much contact and use flexible language material, and learn from different knowledge of natural master English, in different situations of natural appropriate use of English communication, and develop their language sense so that they know it will be in speaking English in the logic, such ability to cultivate the ability of English purpose. So we should not only unremitted the use in daily language, but also connect everyday life to teaching content together, and create material situation in order to fully arouse young children to learn and use the English initiative.#p#分页标题#e#
 

(4) The government should pay more attention to strengthen the bilingual teaching, with funding the government should strengthen the English education for all kinds of kindergarten of leadership, select multi-dimensional ways of exploration English teacher, strengthen the English teachers of hiring, discusses the teacher certification system, at the same time, pay attention to use foreign teachers training. At present, our children are still in the primary bilingual teaching test phase, bilingual teaching standards, bilingual education teacher training and qualification standards, bilingual teaching quality evaluation standards are not really set up, there are many informal behaviors, so bilingual teaching assessment of the establishment of institutions is imperative. Only on the current kindergarten teaching English professional assessment after, can we make the conforms to our country to children's development level and characteristics of the teaching plan, can the child English teaching the trend of the future have a more comprehensive grasp of the objective.


Such a major move all want to depend on the government's support to be effective. Perfect education concepts and methods, teaching material research and development, and create a more reasonable teaching environment, without doubt, these needs to put in a fund to complete, so the government and economic support is the most urgent need for kindergarten English education. Four epilogue children English learning is accord with the trend of The Times development, ideas of quality education and the law of language learning. Although at present in China children English teaching is still faced with many difficulties, there are a variety of problems to be solved, but follow the rules of the development of the children's physical and mental characteristics and study and formulate the education goal, along this big way, soon will regulate child English teacher training standards, and set up bilingual teaching evaluation institutions, English education career to our kids will gradually to regulate and vigorous development, China's economic boom, social progress and civilization development to make due contributions.
 

5. Conclusion

Young children’s interest in language learning is in practice and training. In the process of foreign language, implementation of intuitive, teaching to combine with game, the teaching of the whole process is all with the feature of children's age that is communication, which makes the children in no pressure of teaching task; learn the language naturally and easily. On the other hand in view of young children are all with Curiosity, a new language itself to them has a strong attraction, which is also a favorable condition to the cultivation of young children’s interest in language learning. Experiments demonstrate that with the increasing study of the knowledge, the enthusiasm of enhancement is increasing in young children’s interest in language learning and promoted the Chinese learning. Learning a foreign language itself, increases the amount of children's master of the language.#p#分页标题#e#


In addition to teaching outline besides study of Chinese, everyday, children should learn a foreign language related content, actually increased a time of language teaching content. The increase of the teaching content enlarge children's vision and promote the improvement of children's moral education, because they are in the process of language learning and learning the human reason. Due to the improvement of the interest in learning, children are conscious to participate in various activities and plays, and promote the all-round development of their body and mind. Experiments① show that the height and weight of the ① 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 16 young, who is learning a foreign language, is more than the average state standards. Language ability is heard in the practice of the training up, so does foreign language and Chinese expression. We all know that practice makes perfect, so does Language learning. More and more listening and saying does, deeper and deeper remembering and understanding has. Making children in the teaching and the daily life, listen, recycle, relax and free to hold language and use language.


Due to the implementation of the bilingual teaching, and doubled the Opportunity to infants language ability Experiments show that the Chinese teaching promotes foreign language teaching, the foreign language teaching and learning promote the Chinese language expression to the baby. Children's language ability enhancement promotes the development of thinking and achieves the purposes in the development of the infant's intelligence The development of language is continuous, gradual process of comprehensions. At the same time, the bilingual teaching for children should be scientific, organic ground together, and overall plan. I hope teachers, schools, and Education Department can pay much attention to the bilingual instructions in English teaching for children.
 

References

1. 余正,张明红,2003:《学前英语教学活动方法》〔M〕,上海教育出版社

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

3. 唐燕裙,2006(1):《浅谈幼儿英语的可行性和必要性》[J],桂林师范高等专科学校学报

4. 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

5. 裴东红,2005(2):《幼儿双语教学游戏化的实验研究》[J],教育论坛

6. 武梦辰,2005(1):《幼儿双语教学面临的挑战》[J],教育实践与研究

7. 杨敏,2005(5):《浅论幼儿英语教学方法》[J],江西教育学院学报

8. 尚晓鹏,2006:《浅谈幼儿英语教学》[J],科教文汇

9. Willig, A. 1985: A Meta-Analysis of Selected Studies on the Effectiveness of Bilingual Education,Review of Educational Research#p#分页标题#e#

10. Shin, F. 1994: Attitudes of Korean Parents toward Bilingual Education, BE Outreach Newsletter, California State Department of Education, 47-48

11. Porter, R. P. 1990: Forked tongue: The Politics of Bilingual Education, New York: Basic Books

12. McQuillan, J., & Tse, L, 1984-1994: Does Research Mmatter? An Analysis of Media Opinion on Bilingual Education, Bilingual Research Journal

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