Abstract
This paper provides an overview of bilingual teaching within the context of bilingual education, examining its implementation across various dimensions. Utilizing the China National Knowledge Infrastructure (CNKI) Chinese Journal Full-text Database from 2014 to 2023, the distribution of research literature is analyzed, highlighting the active engagement and diverse themes within the field. Theoretical foundations, including second language acquisition theory and constructivist learning theory, offer a comprehensive framework for bilingual education. The current status of bilingual teaching is explored, covering its positioning, essential elements, models, and methods. Identified issues include a tendency towards practical investigations at the expense of theoretical research and a reliance on singular analysis methods. To address these challenges, future directions are proposed, emphasizing the need for strengthened foundational theoretical research and the integration of practical experiences into theoretical frameworks. This paper contributes to the understanding of bilingual teaching, laying the groundwork for further advancements in the field.
Published Version
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