What Is a Bilingual Education?

Bilingual education is translated from English "bilingual education". There are no less than dozens of definitions of bilingual education in foreign countries, but it can be divided into two types: bilingual education in a broad sense and bilingual education in a narrow sense: bilingual education in a broad sense refers to education using two languages in schools. Narrow bilingual education refers to education in schools that uses second or foreign language to teach subjects.

Bilingual education

Bilingual education is translated from English "bilingual education". There are no less than dozens of definitions of bilingual education in foreign countries, but it can be divided into two types: bilingual education in a broad sense and bilingual education in a narrow sense: bilingual education in a broad sense refers to education using two languages in schools. Narrow bilingual education refers to education in schools that uses second or foreign language to teach subjects.

Chinese name

Bilingual education

Foreign name

Bilingual

From

Bilingual English is Bilingual, which directly means Twolanguages. According to the definition given by the Longman Dictionary of Applied Linguistics published by the famous British Langman Publishing House, translation into Chinese is: a person who can use two languages. In his daily life, a foreign language and his native language can be basically used in listening, speaking, reading, and writing. Of course, his mother tongue knowledge and ability are usually better than his second language. The so-called bilingual talents are those who can use two languages skillfully to communicate, work and study.

According to the definition given in the Longman Dictionary of Applied Linguistics, that is, the ability to use a second language or a foreign language in school to teach various subjects. In other words, the students' foreign or second language can be replaced or approached to the level of the mother tongue through several stages of training through teaching and environment. For example, a Tibetan compatriot can use it at home

Judging from the nature of bilingual education, foreign countries can be roughly divided into two types: additive and reduced bilingual education. Additive bilingual education refers to the use of a second or foreign language as the language of instruction in the teaching process, and is not intended to replace the student's mother tongue or

People have experienced roughly three stages in understanding bilingual education. By the beginning of the 20th century, people believed that bilingual ability affected the development of intelligence. From about the 1930s to the 1950s, people turned to think that bilingual ability would not affect intellectual development. Positive effects, but not negative effects; from the 1960s, people feel that bilingual ability has a positive and positive role in promoting intellectual development.

"The purpose of implementing bilingual education abroad is not only to train bilingual talents or to pursue a common language, but also mostly because of racial assimilation,

Bilingual education is the training of children in both Chinese and foreign languages. It aims to cultivate children's interest in listening and speaking bilingual and promote the co-development of children's cognitive, memory, imagination and other cognitive abilities. Young children are developing

Bilingual education refers to teaching in two languages

A scholar Lu Danhuai published a 10th issue of Global Education Outlook in 2001, stating: "Language education" and "educational language" For this definition, some scholars in the bilingual education industry have made a clear explanation.

Efforts to promote bilingual education can be seen everywhere, but the effect of bilingual education is not conclusive. In fact, since the late 1980s, American society has questioned bilingual education. 1998,

Bilingual education. While Hong Kong has questioned the effectiveness of bilingual education in Hong Kong, Hong Kong's consistent respect for bilingual education has not diminished. In May 2001, Dr. Li Guozhang, President of the Chinese University of Hong Kong, suggested that universities could be rewarded if their teachers could switch to English as the language of instruction in certain courses. There have been some reactions to this proposal in society. Some people say that this is to deliberately improve the status of English and to advocate English teaching at all costs is a narrow educational tool view. In Hong Kong, the issue of language of instruction has always been a hot topic of discussion in the education community and the whole society. Bilingual education has always been the goal pursued by Hong Kong. This can be seen in the first policy address of the Chief Executive of the Hong Kong Special Administrative Region, Mr. Tung Chee Hwa. He stated at the time that the goal of Hong Kong language education was to enable students to acquire the ability of "two languages and three languages" ("two languages" refers to the written language ability of English and Chinese; "three languages" refers to the spoken language ability of English, Cantonese and Mandarin).

The school's bilingual education has not been very successful in developing students' Chinese and English abilities. Since the 1980s, criticisms of the decline in language proficiency have continued. Although the government and some commercial organizations have allocated huge sums of money to fund related scientific research and teaching projects, no miracle has ever occurred. The society still criticizes the products of school education, the Chinese and English standards of graduates. This may lead to the conclusion that bilingual education in Hong Kong has not yet yielded satisfactory results.

Investigating its origins, some people say that there is a problem with the school's teaching methods. The Communicative Approach has been used too much, which has led to the neglect of language knowledge. Some people say that students' poor language skills are due to their lack of learning. Motivation because there is no proper language environment outside school, or even because universal education is implemented. Others believe that the limited English proficiency of teachers makes the results of English teaching unsatisfactory.