发布时间 : 星期二 文章双语教育现状的分析更新完毕开始阅读003c7e3d16fc700abb68fc43
延安大学西安创新学院本科生毕业论文（设计）
teaching English, the new immigrant students may not have enough with the degree of class.Therefore, the resource teacher put up with these students, teach them basic English. Speaking in his class teacher of social science students, teachers put resources into other immigrant students inside a classroom, they use Chinese to speak to the same content. If the new immigrant students of the class of bilingual teachers is the teachers themselves, things will be much easier to handle that, the teacher can lecture in English at the same time, with a simple explanation to the Chinese students do not know how to listen to English, but also can be designed for them to do the work or activities . 2.2 Bilingual education in secondary schools
Students receive bilingual education than the local native American students on more than one established specifically for immigrant students of ESL English class at the same time, if schools have bilingual teachers, they will be placed into the “bilingual” inside, Although ordinary students with the same courses as electives, but immigrant students in the mathematics, science, social science major subject of these classes, teachers use Chinese to explain the condition good schools, students will have Chinese textbooks. Is not the main branches of art, music, sports, and other courses, as well as the major subject in English, immigrant students tell ordinary students together with Britain to the school.Because of this the nature of bilingual education as a \mainly bilingual teachers are to use English to come to give lectures in Chinese last resort to explain. In the classroom, the use of a lot of \translation of the methods of instruction”, that is to say an English and immediately put it translated into Chinese, in order to understand students. A disadvantage of this approach is: because students will know that sooner or later, Chinese teachers, therefore,
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延安大学西安创新学院本科生毕业论文（设计）
simply does not listen to a teacher of English, therefore, unable to progress in English proficiency.
Whether primary or secondary school, when immigrant students in the English proficiency of the state examination in English standards reached a certain level, it was classified as fluent English proficiency students is completely the same classes with local students, schools no longer provide them Bilingual services. At present, in the United States there are still some areas of bilingual education is the use of such “transition” model. As more and more schools to provide biligual education, the United States some immigrant students more state education authorities have begun to attach importance to bilingual education under study to standardize the form of a bilingual education. Legislation through the legislature, the state government education authorities on the purpose of bilingual education, the targets, teaching methods, curriculum, assessment, teacher training and training and so on to carry out a series of legislation. In this period, bilingual education is the beginning of “letting a hundred flowers bloom” period, is about the last century to the 1990s 80. In this period, both the immigrants or government funding bilingual education, has reached a peak. Even in the early 1990s, the recession, has licensed bilingual education teachers is still a day of the Concubine, in many more experienced teachers are being laid off circumstances, the bilingual teachers. can stay there forever .
During this period, “transitional” bilingual education has become the mainstream of education of new immigrants. According to many campus bilingual education research, and began to explore new mode of bilingual education. For example, when the immigrant students were classified as fluent English proficiency students, and still allow them to continue on the
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延安大学西安创新学院本科生毕业论文（设计）
Chinese language lessons, and to continue to at least one of the branches of the mother-tongue teaching the curriculum. This bilingual education known as “maintain”, the purpose is to maintain the mother tongue of the students, not the environment in the whole of the British forgotten. Canada's British and French immersion bilingual education experience also inspired the bilingual education, they Simon primary schools in the San Francisco run of the entire United States, a Chinese immersion bilingual education courses, and later in San Francisco, particularly Yuping of the nation's first schools offer bilingual Chinese-language immersion schools in the Lincoln High School launched the first nationwide high school Chinese bilingual immersion courses.
Since then, the United States entered the bilingual education of a new era. Has been the object of education is not limited to immigrant students, which includes immigrants, was born in the United States, can speak fluent Chinese and English as well as students who were born in the United States, no Chinese background, or even non-Chinese students. In the “one-way” bilingual education immersion inside, with the participation of students are no Chinese background, they like learning a foreign language, but they are through “immersion method” to study a foreign language: teachers not only in language classes inside the Chinese, mathematics, science and social subjects also use Chinese to school. Participate in the immersion course, a student from the first grade or even kindergarten, 90 percent of the daily lessons on the use of Chinese, 10% of the class in English.
Along with the growth of year, the Chinese gradually reduce the class in English on the gradual increase in class, so that students of Chinese and English can be synchronized progress. To the junior and senior high school students on a daily basis in addition to Chinese
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延安大学西安创新学院本科生毕业论文（设计）
language courses and a fully with the Chinese in the curriculum (math, science or social), all of the other courses are in English on the. In the “two-way” bilingual education immersion inside with the “one-way” different, the students take the courses is not only in the mother tongue is English students, but also the mother tongue is Chinese immigrant students, their classes there in the same class, and help each other , in two languages than the progress of the above “one-way” must be quick. In teaching, immersion education teachers used in the study found that the most effective bilingual teaching methods, including class time only one language, through the assistance of a group, and cultural study, research, study, international exchanges, the use of the facts. Authentic materials, and so on, have greatly helped the students to master both languages. Early beneficiaries of bilingual education, those immigrant students, many people have embarked on the education posts, as a new generation of bilingual teachers, joined into this period of bilingual education in the past.
When the bilingual education in the United States began to flourish when the state from the beginning of the 1970s since the anti-traditional education reform began to reflect. In the large commercial organizations and voter's request, the state education authorities started to attach importance to students the basic knowledge, began requiring students must reach a certain level of academic performance. The attendant is a unified state curriculum standards, examination and so on. Because the United States bilingual education is still the mainstream transition inside, did not learn the mother tongue, English is not master, the first when one is attacked. In the last century, since the late 1990s, to take the lead in California, several state voters voted to amend state education law, the abolition of bilingual education, bilingual education and growing the United States immediately into a darkness.
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