Bilingual Education in schools in China

写在前面的话：

这是我的一篇学期论文，以后会陆续发完它。之所以发出来是因为碰到一件事情。我在网上搜索学术论文文献，发现了一个美国网站，好像有个规矩：每个人把自己的一篇论文传到网站上，然后大家可以互相分享。但等我上传了文件才得到注册账号登陆后却没找到自己的论文。后来又发现这个网站是可以预订论文的，也就是花钱买。我想：他们是否会利用别人上传的论文做幕后交易呢？于是，我决定把自己这篇上传的文章公开发在我的博客里。今天上传一小部分，以后会陆续上传，把整篇文章传完。

Introduction

More recently, in China, we have been implementing“Curriculum Reform” and “Quality Education” (or Education for All-RoundDevelopment). Curriculum Reform entails integrating the curriculum to adapt it tothe demands of students from different regions. “Quality Education” involvesimproving students’ moral conduct and increasing their innovation capabilities(Zhong, 2006). Both of them focus on the student’s individual needs so thateach of them can benefit from learning.

Currently, with the situation that “China is open to the world and the world needs China” and the furtherdevelopment of reform in China，especially afterChina’s entryinto the WTO，there is a greater need forprofessionals in all fields．Professionalsshould not only possess high-level professional knowledge in their disciplines butalso have high foreign language communicative ability．Bilingual education/ instruction arisesfrom such a need．Manyuniversities and colleges have begun or are beginning to adopt bilingualinstruction in subject courses in differentspecialization fields with course books in English．In some socio-economicallydeveloped regions, such as Beijing, Shanghai,etc., some secondary and primary schools successfully conductbilingual education. In this paper, the author would like to present anddiscuss bilingual education in Chinese educational institutions.  Moreattention will be paid to bilingual education inprimary and secondary schools by using Bronfenbrenner’s ecological model.

Ecology ofhuman development model

Bronfenbrenner, who died in 2005, is a famous Americanpsychologist and educator. In 1970 he furtherdeveloped his thinking into the groundbreaking theory on the ecology of humandevelopment. Its model looks like concentric circles, in which a small systemis located inside a large one inside a still larger oneand so on. This theory looks at a child’s development within the context of thesystem of relationships that form his or her environment. It defines complex“layers” of environment, each having an effect on a child’s development(Bronfenbrenner, 1992). The layers, from large to small, are Macrosystem,Exosystem, Mesosystem and Microsystem. The interaction between factors in thechild’s maturing biology, his immediate family/community environment, and thesocietal landscape fuels and steers his/ her development. Changes or conflictin any one layer will ripple throughout other layers.