Bilingual Education in College Specialist Courses: An SLA Perspective
Notice bibliographique
Résumé
Bilingual education in China's college specialist c ourses is an important step toward internationalization of the country's higher education. In practice, bilingual education in this context is realized by using a foreign language, mostly English, to teach specialist courses specified in th e curriculum. English in the Chinese context is in the extending circle and is l earned as a foreign language mainly through school education, which is often cha racterized by poor environmental support, lack of relevance to learner needs and weak learner motivation. Bilingual education in specialist courses, however, he lps to create a meaningful environment for learners to acquire English. It also provides relevance and a context for learners to examine and internalize how Eng lish is used by a specialist discourse community to achieve its communicative pu rpose. From the perspective of second language acquisition (SLA), using English to teac h specialist courses is a valuable approach to improve learners' comprehensive a bility to use English. A specialist field as a discourse community has a number of specialist genres in its furtherance of academic and professional goals, such as journal articles, coursebooks and newsletters. Use of language in these spec ialist genre types is governed and constrained by the rules and conventions of r elevant specialist discourse communities, which provides an ideal ″comprehensib le input″for learners. Learning English in this manner also provides relevance to learners' learning needs and future work needs, improving learners' motivati on to learn English as a result. Bilingual education in specialist courses as is advocated in Chinese colleges di ffers greatly from foreign language education, but it also differs in nature fro m the three models practiced mainly in the United States and Canada-immersion program, maintenance bilingual education and transitional bilingual education. The main differences lie in the three aspects of teaching purposes, the target l anguage to be learned and the language acquisition environment. To investigate the validity of bilingual education in specialist courses at Zhej iang University, P. R. China, a study was carried out using questionnaire survey s, classroom observations and interviews. The results show that the attitudes of both teachers and students towards these bilingual education programs are posit ive. Based on the theoretical discussion and the research data from this empirical st udy, we propose an English-Chinese interdependencemodel of bilingual educat ion in current college specialist courses. This model should be based on the fol lowing three principles: (1) Bilingual courses should use original English textb ooks. These textbooks should be selected to reflect the latest developments of t he field concerned and should be used with guidance of the course syllabus. (2) Bilingual teachers should mainly use English in class, and they should utilize C hinese as valuable resources when need arises. (3) Bilingual teachers and Colle ge English teachers need to collaborate on bilingual programs. A link should be established between general college English courses and bilingual specialist cou rses. This model mainly argues that while using English to teach specialist cour ses the supportive role of Chinese should not be neglected. This is beneficial t o the learning of specialist knowledge and the acquisition of English as well.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».