On Improving Bilingual Education Models In Chinese Universities Under CBI Concept

This thesis is a tentative study on how to improve the bilingual education models in Chinese context under CBI concept, which has been the controversial issue in the debate on the feasibility of bilingual education for a long time. It examines the reasons of success behind the five main CBI models in Met's continuum and finds that students'needs is the decisive element among all the teaching elements including students'needs, teacher resource, students'language proficiency, teaching materials, classroom instruction and assessing. All the rest five elements are complementary elements which should cooperate with the change of students'needs according to COLDR. Based on this discovery, it draws the Balance Principle (BP) from the five CBI models. The choice of a proper bilingual education model should follow the BP, which insists on keeping a balance among all the teaching elements to guarantee a successful implementation of a bilingual education model.It then compares the differences in language contexts between China and English-speaking countries and points out that not only students'needs but also teacher resource and students'language proficiency are the decisive elements in China. The decisive elements need to compromise with each other inside first and then cooperate with the complementary elements. So it proposes a theory called Compromise-Balance Principle which is slightly different from the Balance Principle. It can be used to check the balance among all the teaching elements in some existing bilingual models and make suggestions on how to improve them.This thesis also applies the Compromise-Balance Principle to check three bilingual courses in SUES which represent three typical bilingual models in China. It analyzes the statistics gathered from questionnaire and interview, evaluates each model and makes suggestions on how to improve each one respectively according to the Compromise-Balance Principle.