Critical Analysis of Five Bilingual Issues in Education

人力资源管理|_2010年第7期renlityuanguonlt. 教育教学研究Critical Analysis of Five Bilingual Issues in EducationZhao yan(西安外国语大学英语教育学院陕西西安 710014)[摘要] Almost all the countries in the "worldhave bilingual populattionanand many of these countries have bilingual programs (Noboa,1987 eited in Baca & Cervantes, 1998). The organization of this paper is as follows; II will separately present five ssesbilingual education. 0n each issue, there is a brief summary with viewpoints and then 1 will state the version of significanceof these issues in educational context.[关键词] bilingual education family support_ testing assessment[中图分类号] G271.6[文献标识码] A[文章编号] 1678-8209(2010)07-0254-02A better understanding of the ser-an assertion of intents and goas; policy is extent, fufill the local classroom culturevices needed. by culturally and linguisti-sanctioned behavior; policy is norm ofrequirements (Truckenbrodt & Courcy,cally diverse exceptional (CLDE) students conduct characterized by consistency and 2002).requires understanding of services pro-regularity in some substantive action area"Issue IV: Bilingual Special Educationvided by special bilingual education (Baca(Guba，1982 cited in Baca & Cervantes,The development of bilingual special& Cervantes, 1998). The organization of1998，p. 374). For instance, bilingual education can be considered as an exten-this paper is as fllows: I will separatelyeducation for minorities in China has al-sion of the equal educational opportunitypresent five issues considering bilingualways been closely linked with political movement. Large number of bilingualeducation.policies held by the goverment. China is children are handicapped and do requireIssue I: Home Support for Bilinguala country of 56 nationalities. Han major-special education. Firstly, in the idealEducationity comprises 92% and the other minority sense, bilingual special education can beParents have a crucial effect on theirgroup makes up 8%.defined as the use of home language andchildren' s bilingual education. Involv-Issue II，Bilingual Teachershome culture along with English in aning parents in early immersion bilingualThe issue II leads to us another isue individually designed program of specialprograms is an essential ingredient and awhich is of major concerm: what, exactly,instruction for the student in an inclusivehome - -based approach in which parents ought to be the qualifications of teachersenvironment. The main purpose of bilin-are the educators of their children as well in bilingual education. Such qualifications gual special education program is to help(Leseman & Van, 2001). So, it is trueare usually determined by educational in-each learner achieve the most potential tothat parents can create more personal and stitutions (Foster, Valdman & Hartford,lear language skills (Baca & Cervantes,flexible environment for their children to1982). The ideal teachers should prima- 1998). Children with certain disabilitiesbe bilingual from an early age.rily have a high ability in the second would display many dfficulties with com-maintain and develop a native language;language. Secondly, they can use the munication and language acquisition. Forhowever the language practice at homeflexible teaching method and vivid body typically developing language skills of thesewas the most essential factor to decidelanguage to assist primary school studentschildren who are English language leamn-whether a language could be maintained to comprehend the target language ers (ELL), the importance is facing theacross generations (Fisherman, 1991 citedspontaneously. For instance, according to challenge that children probably will notin Lao, 2004). For instance, there area bilingual Mandarin- English program inlearm any language or the possibility thatmany Vietnamese in Sydney now any of an inner city primary school in Sydney，it could develop the language skill over awhom once received education at officialthe professional demands for their bilin-long period(Mueller, Singer & Grace,school can speak Cantonese. Because theygual teachers are very high. Their teachers2004). Effective training for parents andlearm Cantonese at school and always com-must not only be proficient in Chinese to in- -service training for bilingual teachersmunicate with their family members ba level that parents feel acceptable, but were short (Mueller, Singer & Grace,Cantonese.the teachers also must be proficient in 2004). Therefore, the specific courses forBut based on Lao, 2004， the surveyEnglish in order to work as part of special educators focus on strategies forsuggested even if bilingual parents werebilingual program (Language Australia,ELLs with disabilities are sorely demanded.very supportive of developing bilingualism 2000). Based on this context in reality, I National Association for Bilingual Educa-in their children, the high-level bilin-have to discuss one greatest challenge facing tion (1992) and Council for exceptionalgualism and biliteracy are dificult to achievethe school. Namely, the native- speakersChildren (2003) require that teachers ofbecause the exposure to second language of target language or the non- native teach- students with disabilities from non-En-materials is limited at home.ers would fulfill the criteria of a bilingual glish-language backgrounds should be ableIssue II; Language Policyteacher. Native- speakers generally fulfillto communicate with students and be ableBecause the isue of language policy is the requirements of high le中国煤化iIanguage dfre andusually raised in any discussion involvingof the target language,city (Paneque & Baretta,bilingualism (Baca & Cervantes, 1998), itcontent basocd knowledge is alsHCNMHGseems appropriately to discuss it in myAt the same time, the non-native teach-ssue V: Assessment of Biingualessay. Based on Guba, 1984， "policy isers in an immersion program can, to large(下转256页)-254-2010年第7期人力资源管理Tenlitiyanguanli教育教学研究可以充分利用这- -优势,运用集体的智慧来编评价。 案例教学的组织涉及到课前准备、课为他人提供借鉴 ，另-方面则更加希望抛砖引写案例，一方面可以找到学员感兴趣的话题，堂实施、总结评价、课后反馈等多个环节，玉, 引起更多的专家学者对这一问题的探讨，另一方面也可以培养学员理论和实践相结合除了在课前精心准备、课中运用多层次案例从中获得借鉴和启示， 以促进MBA《管理经的能力,以及与他人沟通和团结协作的能力。教学法以外 ，案例总结和反馈评价对于案例教济学》 课程案例教学水平的不断提升。3.2.2在课堂教学过程中,运用分层次案学同样 至关重要。不论采取何种形式的案例例教学法来提高案例教学的效果。教学法，我们都非常重视案例的总结工作,一参考文献第一层次的案例教学针对的是与关键知般而言,我们先总结归纳一下各位学员或各小[1] 李宏.哈佛商学院的案例教学法[J].安阳工识点密切结合的小案例，通过学员在课堂上独组代表的观 点,以便学员们能够掌握讨论结果学院学报，2009,(3):117-119.立思考和主动参与的形式进行。具体而言可的全貌， 在此基础上指出讨论中的不足,结合[2] 李国津. MBA核心课程《管理经济学》以有以下两种方式:一是在讲知识点之前,通具体的情况引导学员进行进一步的思考,或者教学改革探索[J].学位与研究生教育，过相关的案例，提出让学员思考的问题,以此在现有讨论结果的基础上,发掘出新的可以讨2002,(2-3):50-53.激发学员的学习兴趣，引导其对相关的知识点论的话题， 以引导学员更深层次的思考。同[3} 王爽，赵国杰.用AHP评价MBA管理经进行探讨,二是在讲完知识点之后,通过案例时 ,在课后,我们也会通过调查问卷、访谈等济学课程学习质量[J].中国地质大学学报引导学员思索讨论关键知识点的实际应用。形式, 了解学员对于案例实施的反馈意见,并(社会科学版), 2004 ,4(5):53-55.第二层次的案例教学针对的是-些大案例,一将其中 有价值的意见作为指导，应用于下一轮[4] 傅永刚案例教学对于MBA学员管理能般选择的是根据教师科研成果编写的案例,因案例教学的实践,以不断提高案例教学的实施力提升的实证研究[J].管理案例研究与评为这类案例与企业实践结合紧密,学员比较感效 果。论，2009,2(4):286- -291.兴趣，教师也可以有效驾驭,通过分组案例讨论和选派代表进行陈述的形式进行,主要培养4 结论的是学员团队协作、以及运用理论解决实际研究结果表明，案例教学在“学习分析问题的能力。第三层次的案例教学针对的是问题的思路” .“提高解决问题能力”、“改善思学员自己编写的案例，培养的是学员的综合能考方式” 、“锻炼沟通能力”等方面的效果要大力。这一类型的案例一般在教学过程中恰当大优 于传统的讲授方式(傅永刚(4],2009)。虽的时间布置下去,教师给出选题的范围和要然 MBA的师资和学员都已经充分了解案例教求,同一小组的学员则通过分工合作，结合企学的重要性, 但《管理经济学》课程理论性和业的实际确定具体的选题,在此基础上,学员实践性相结合、 MBA学员来源广泛性等特从案例背景、思考问题、解决方案等角度编写点， 使得该课程在案例教学过程中还存在-定案例，最后通过专]的案例陈述课，由各小组的困难。 本文结合笔者及所在学校M B A选派代表进行案例陈述并引导全班进行讨《管理 经济学》课程案例教学的多轮实践，论。3.2.3重视案例总结和案例教学的反馈分析了在案例教学实施中存在的困难,并对克服困难的具体做法进行了总结,一方面希望能(上接254页)Some researchers suggest assessmentlingual education: the role of theStudentsin both two language (Juarez， 1983 &vernacular. New York: Plenum Press.Assessment is a major component ofLangdon, 1989 cited in Baca & Cervantes， [3] Koyama, J. P. (2004). Appropriatespecial bilingual education. The purpose 1998). Others argued that traditional bi-policy: constructing positions for En-of asessent is the diagnosis and place- lingal asesesmnent testing separately in theglish language leamers. Bilingual Re-ment of sudents in speial program. Large native and second language fails to con-search Journal, 28(3), 401-494.evaluation techniques should be used and sider the idea of "interplay” between [4] Ovando, C. J. (2003). Bilingual edu-the information should be taken into thefirst and second language (Figueroa， 1989cation in the United States: historicalconsideration of multiple contexts (ollier，cited in Baca & Cervantes, 1998).development and current isues. Bilin-1998 cited in Baca & Cervantes, 1998).Accordingly，through out the literaturegual Research Journal, 27 (1), 1-25.According to Huempfner (2004), how toabove, in the area of language asessment, [5] Truckenbrodt, A. & De Courcy, Mfairly ases ELLS has become the quandary. cautions have been raised due to lack of(2002). Implementing a bilingualIf they are not involved in a standardized criteria to identity (Baca & Cervantes,program. South Yarra， Vic: Asso-ssessment, the expectations for these stu-1998). Firstly students' learning experi-ciation of Independent Schools ofdents and the bilingual programs that serveence in the class should be evaluated.Victoria.may be lowered. Accordingly, when bi- Secondly, tests for non English back-lingual children are ased, there are three ground students with inuficient expo-elements as the distinct development; first sure to English functions as proficiencylanguage proficiency， second languagetests. Thirdly, linguistic background ofproficiency and the extension of dfficui-- bilingual individuals must be considered.ties involving physical," learning and behavioral aspects. The students’perfor -Referencemance Ievel can not be considered as the [1] Baker, C. (2006). Icriteria to identifty the second languagebilingual education and中国煤化工potential. Therefore, the child' s de-Clevedon, UK: MutilinTCHCNMHGvelopment in the first language needs to [2] Foster, C.， Valdman, A. x haruloru,be assed (Baker, 2006).B. (1982). Issues in international bi--256-