AN OBSERVATION OF PREFERENCES ON BILINGUAL EDUCATION AMONG THE LEARNERS OF ENGLISH AS A SECOND LANGUAGE

About Strengthening and Improving the Study on Bilingual Teaching of College Undergraduates

Objective To evaluate the quality and application of the Pocket Book of Bilingual Nursing Vocabulary of Fundamental Nursing Skills. Methods Anonymous questionnaire surveys were conducted among 180 nursing students (English orientation) of Nursing Department of Xiamen Medical College to investigate the application effectiveness of the Pocket Book of Bilingual Nursing Vocabulary of Fundamental Nursing Skills. The contents of questionnaire survey included: the students' views on vocabulary difficulty level, content, and layout of the textbook. A total of 180 questionnaires were distributed and 172 valid questionnaires were retrieved. Percentages were used to describe students' evaluation on the effectiveness of the textbooks. Results 89.4% of students' good evaluation of the teaching material was mainly manifested in the following aspects: large and highly targeted vocabulary by 84.9% (146/172), comprehensive and practical vocabulary by 89.0% (153/172), closely linked to nursing by 81.4% (140/172), focusing on English proficiency by 81.4% (140/172), learning aided with phonetic symbols by 93.0% (160/172) and easy memorizing with illustrated pictures by 94.8% (163/172), small and potable by 95.3% (164/172). Conclusion This teaching material is comprehensive, practical, small and portable and is an innovation of content and format with illustrated pictures, has been proved to be in bilingual nursing teaching. It also provides a positive valuable reference to teachers on the other bilingual teaching or compiling other supplementary bilingual textbooks. Key words: Bilingual education; Supplementary teaching materials; Nursing teaching; Application effect

The Chinese-English bilingual teaching is an effective means to cultivate high-qualified compound talents, and is the emphasis and focus to teaching reform of national higher education. The course on the Fundamentals to Computer Software Technology, as the important contents of the second level computer education in the 21st Development Action Plan by China Ministry of Education, is the basis to the further study of subsequent computer courses and the necessity to solve major problems, and it is also the important platform to cultivate computer skills of all the undergraduates whose majors are not computer. Through bilingual teaching practice on this course, the clear teaching position was made, and the detailed bilingual teaching practices on this course have been illustrated from different aspects such as teaching materials construction, teachers group, teaching concepts, teaching methods and means, etc,. Moreover, with combination of overseas teaching training and practice, we also integrated international teaching concepts into lectures and explored the feasible and reasonable teaching modes to our students. To effectively execute bilingual teaching, we should build the view of systematic engineering to promote bilingual teaching education and try to keep the continuity of bilingual teaching during the successive semesters. Moreover, to clarify the confusion between public English and bilingual teaching and major English teaching, their differences are presented as well.

In recent years, exchanges and cooperation between China and foreign countries have become increasingly frequent; consequently, the demand for bilingual talents has increased year by year. In order to adapt to the development of the times and improve the quality of higher education in China, the Chinese Ministry of Education has been promoting bilingual teaching as a priority among priorities of education reform. This paper first clarifies the connotation of the term “bilingual teaching” in comparison with “bilingual education”, from which the Chinese version of “bilingual teaching” originated. Then it discusses the significance of carrying out bilingual teaching in colleges and universities in China and analyzes the differences between bilingual teaching in China and bilingual education abroad. Finally, it identifies five major problems in bilingual teaching in Chinese universities and puts forward tentative solutions accordingly. It is hoped that our analysis of these problems and solutions would not only aid sustained development of bilingual teaching in China but also provide inspiration for other countries in their effort toward similar practice.

Based on Chinese published literature and personal observations, this article reviews the history of bilingual teaching in nursing education in China, describes its current status and challenges, and predicts its future directions. Bilingual teaching in nursing education enjoys increasing popularity in China. The major factors that affect bilingual teaching are bilingual educators, students' English-language levels, bilingual teaching materials, and teaching models. Based on surveys of nursing schools, the English-language proficiency of the nursing educators varies greatly. The main issues with the teaching methods lie in over-translation, cramming, and limited interaction between the students and the teachers. Despite relatively inadequate English-language proficiency among Chinese nursing students, their interest can be strengthened greatly if international exchanges are available and promoted. Bilingual textbooks are more suitable in China's national context because of pricing and relevance. Although immersive bilingual teaching is the ideal, it is more feasible to begin with infiltrative bilingual teaching and move progressively towards increased English-language penetration. Future directions for improving bilingual teaching include training teaching faculty members, strengthening international exchanges, providing better bilingual study atmospheres, and gradually implementing bilingual textbooks.

Bilingual Education An Introductory Reader (BEIR) is a resource for ‘‘instructors, researchers and students’’ studying the ‘‘fundamental and formative ideas on Bilingualism and Bilingual Education’’ (p. vii). As the editors’ introduction makes clear, the volume is more pedagogic than academic, seeking to scaffold the learning experiences of new teachers. Researchers, however, will find that the bibliographies are a valuable reference. BEIR has three goals: gathering the field’s major works into a single volume, exposing readers to key concepts about bilingual teaching and learning, and providing an extensive bibliography for further study. Two emphases distinguish this text from similar readers: first, its focus on interactivity, how it aims ‘‘to stimulate a process of introspection, generalization and personalization’’ (p. vii). Towards this end, each article is followed by a series of questions and activities that encourage readers to explore the language practices of their communities. Second, unlike technical texts that bracket political questions to focus on cognitive processes, the editors have selected essays that emphasize the need to place language teaching in its social and political context. Part one, ‘‘Varieties of Bilingual Education,’’ outlines classic bilingual instructional models. Freeman describes the features of common language education programs and aligns them with standards developed by Teachers of English to Speakers of Other Languages (TESOL) and the Center for Applied Linguistics (CAL), among others. The international and indigenous histories described by Johnstone and McCarty reveal why diverse communities have chosen to develop immersion programs. Torres-Guzman reviews research conducted in the U.S. that clarifies the key characteristics of dual language programming and debunks widespread myths about this model, including the misconception that dual language programs segregate students. The framework developed by Villarreal helps principals and teachers identify the strengths and challenges of transitional bilingual

With the development of global economic, our country has a more and more frequent and close contact with other countries. It demands colleges and universities to cultivate more diversified talent, and students need to master more professional English language knowledge. Therefore, the state advocates bilingual teaching for some specialized courses in qualified institutions of higher learning. At present, bilingual teaching in colleges and universities in China is in the initial stage of theory and practice, and Bilingual education is conducted in different ways. Many colleges and universities have not set up a scientific and reasonable bilingual teaching quality evaluation mechanism, which is not conducive to the development and improvement of bilingual teaching. (Industrial Design “Ergonomics” bilingual teaching research of sharing courses) Bilingual teaching in colleges and universities in our country started relatively late compared with other developed countries, it still face a lot of contradictions and problems, we need to develop the bilingual teaching through our research and practice, and then broaden the direction of our academic development.

Based on the digital twin technology, a digital twin platform can be built to connect the real teaching space with the virtual teaching space and become the mainstream of online teaching space. All this has determined that the social demand for designers' education is undergoing fundamental changes. The so-called “scientific and technological progress, education first” bilingual education is undergoing comprehensive and profound changes in the digital age, which has a strong impact on the traditional bilingual teaching mode and concept. Traditional concepts, aging theoretical knowledge, and backward teaching methods will inevitably be eliminated and updated gradually in the contest with digitalization, which makes it necessary to transform traditional bilingual education into digital bilingual education. Through the comparative experimental analysis of the teaching effect, the independent sample t-test shows that the t-statistic is 3.634, and the corresponding significance level is 0.013, which is less than 0.05. It shows that there are significant differences between boys and girls in bilingual teaching in this class of digital twin technology experimental teaching. However, compared with the control class, the results of both boys and girls are higher, so to some extent, it shows that the application of digital twin technology experimental teaching in bilingual teaching will indeed produce certain results.

It is necessary to carry out bilingual teaching in medical vocational education.However,there are many difficulties of bilingual education,such as paying insufficient attention to bilingual education in the schools,the lack of bilingual education teachers and unevenness of students in English.In order to solve the problems the medical vocation schools should develop policies and methods of bilingual education and enhance bilingual teacher training and increase the investment of both hardware and software for bilingual teaching. Key words: Vocational medical education; Bilingual teaching; Necessity; Consideration

Bilingual education is developing in the our country. Bilingual teaching faculty will directly determine the quality of bilingual education. To understand the needs of bilingual teachers, a survey was executed. Bilingual teaching team was established by teachers of school of public health of Peking University. The team investigated on related teaching faculty based on domestic development needs of bilingual education thus to provide training for bilingual teachers. Based on practice of teach- er training, this paper aimed to explore the effective methods for improving teacher＇s quality and bilingual teaching ability from the training methods and contents. Key words: Bilingual teaching; Teaching faculty; Training

The aim of the research is to discuss what the bilingual education is and to suggest a model for performing this education in Turkey. There are many nations whose mother tongues are different in Turkey. Today, educating children whose mother tongue and official language are different is the basis of some problems. It is observed that in case of education is performed just with official language, the children whose mother tongue is different than official language are strained as educational and they face serious social problems in the first years of the school. Bilingual education means to perform educational activities in two (or more) different languages. However it is hard to suggest a bilingual education model in Turkey owing to various reasons foremost laws. By considering conditions in Turkey, that can be said; the optimal model is “Transition Model”if mentioned problems are overcome. In transition model, it is aimed that after the children complete the early stages oftheir education process, they complete the remainder of their education with the official language.Keywords: Multiculturalism, bilingualism, bilingual education.

The longitudinal study investigated the effects of Content and Language Integrated Learning (CLIL) on the development of children’s literacy skills during their first six school years. In the three CLIL classes students studied, from the very beginning of the first grade, different school subjects in Finnish and in English. Three other classes were used as a control group. The students in those classes studied all school subjects in Finnish and started to learn English as a second language in third grade. At the beginning of the first grade, the level of school readiness was significantly higher in the bilingual classes than in the monolingual classes. At the end of the first grade, there was no significant difference in the literacy skills of the two groups, but after two study years, the reading and writing skills of the test group were significantly better than those of the control group. After four school years it was obvious that the children’s creative writing skills had also benefited from bilingual teaching. The students in the CLIL classes had learned to pay attention to languages, as well to their mother tongue as to other languages. Moreover, they had more positive attitudes towards reading, writing and foreign language learning. Especially the boys’ attitudes proved to be more positive in the CLIL classes than in the other classes. In addition, they enjoyed studying English and also studying through it. The students’ spelling skills and ability to understand different texts were measured during the last month of their sixth school year. The measurements showed that the students in the CLIL classes had achieved significantly better first language spelling and reading skills than the students in the other classes. They made significantly less spelling errors and understood significantly better fiction, non-fiction, and newspaper texts. Furthermore, they showed more proficiency in deriving the meaning of new words from the written context than the other students. They succeeded significantly better in finding the most important facts of the non-fiction text and summarising the text than their peers in the other classes. It is worth mentioning that especially the boys seemed to have benefited from bilingual education: in the other classes the girls’ skills were significantly better than the boys’ but this was not the case in the CLIL classes. DOI: 10.5901/mjss.2014.v5n22p72

Valstybinės kalbos mokymas Lietuvos žydų gimnazijose ir progimnazijose 1919–1940 metais

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 discusses the current problems and relevant measures for improving the effect of bilingual education.

Three I ( illustration,innovation,and integration) bilingual education mode was established by the department of Chinese medicinal chemistry,school of Chinese pharmacy,Beijing university of Chinese medicine to improve the bilingual teaching effect.Here reports the I bilingual education mode from three aspects including its definition,application,and teaching effect.In addition,some problems related to bilingual teaching practice have been discussed.They probably are useful for setting up bilingual teaching program in other courses and in other universities. Key words: Three I bilingual education model; Chinese medicinal chemistry; Bilingual education