Abstract

 

As we all know, schools have an important role to play in providing the bi- and multilingual skills that are becoming increasingly necessary in the modern world. The bilingual instruction programs that have been developed to practice such language competence are varied. At present, there are many problems in the bilingual teaching of colleges and universities. Because of these problems, the bilingual education looks so difficult that it doesn’t achieve wanted goals. Sometimes the colleges and universities have to give up the bilingual teaching halfway. This paper argues that the key manner to improve effectiveness of bilingual teaching is how to do the bilingual education. This paper , based on an investigation concerning the bilingual instruction, mainly discusses the current problems and relevant measures for improving the effect of bilingual education, including teachers，students and teaching materials and so on.

 

Keywords: English; bilingual instruction; teaching language

 

Contents

Abstract

摘  要

1. Introduction-1

1.1 The Background of Research-1

1.1.1 Bilingual Instruction in China-1

1.1.2 Bilingual Education in Other Countries-1

1.2 The Significance of Research-1

1.3 Frame of the Paper-2

2. Literature Review-3

2.1 Definition of Bilingual Instruction-3

2.1.1 Theoretical Framework-3

2.1.2 Practical Framework-4

2.2 Conclusion of the Literature Review-5

3. Research Design-6

3.1 Research Questions-6

3.2 Subjects-6

3.3 Research Method-6

3.4 Research Process-6

3.4.1 Phase 1: Theoretical Research-6

3.4.2 Phase 2: Empirical Gathering-7

3.4.3 Phase 3: Selection of Respondents-7

3.4.4 Phase 4: Questionnaire-7

3.4.5 Phase 5: Interviews-7

3.4.6 Phase 6: Analytical Reflections-8

3.4.7 Phase 7: Critical Reflections in Retrospect-8

3.4.8 Phase 8: Critical Review of the Sources-9

4. Data Analysis and Discussions-10

4.1 Attitudes towards Bilingual Instruction-10

4.2 The Degree of Satisfaction with Bilingual Instruction-10

4.3 Problems in Current Bilingual Instruction of Universities in China-11

4.3.1 Misunderstandings on Bilingual Instruction-11

4.3.2 Qualified Original English Teaching Materials-13

4.3.3 Weak Teaching Power-13

4.3.4 Scientific Bilingual Education Program-14

4.3.5 Students’ English Level-14

4.3.6 Focus on Form or Meaning-15

4.3.7 The Age of Students to Have Bilingual Instruction-15

4.3.8 Students At-Risk-17

4.4 The Countermeasures for Improving the Quality of Bilingual Instruction in Universities-18

4.4.1 Students-18

4.4.2 Teachers-18

4.4.3 Subjects-19

4.4.4 Materials-20

4.4.5 Environment-21

4.4.6 Other Aspects-21

5. Conclusion-23

Appendix: Questionnaire-24

References-25