A Study On Transitional Bilingual Education In Subject Courses In Chongqing University

This dissertation first classifies bilingual education in Chinese college as classroom bilingual education on the bases of the criteria that it occurs in a foreign language country (contrasted with countries where English serves as native language or official language). Through comparison the dissertation points out that Chinese college bilingual education is distinguished from other forms of bilingual education in terms of objects, environment and aims. Whereas the others perceive bilingual education mainly from an ethnical point of view, the supreme aim for Chinese college bilingual education is not for culture enrichment, nor for ethnic assimilation but to equip the learners with a subject English ability to accommodate the economic globalization trend and technology revolution challenge and enhance scientific worker's competitive senses in international affairs.Under present situation, it is difficult for universities in western region to reach the target set by the Education Ministry. Therefore the dissertation tries to find out whether transitional bilingual education can reach an ideal result and how it can. Thus a trial model based on Ellis' L2 acquisition framework is put forward and examined. By using qualitative research, we reached the following conclusion through observation, feature analysis of the teachers' practice and the final tests on students' ability in terms of general English, subject English and content knowledge,:1. Via transitional bilingual education, students' subject English improved remarkably; general English generally improved due to its strong impact on students' motivation; subject knowledge is influenced negatively in short term, but in long term, it is constructive to their future development.2. Constructive learning is worthwhile to be incorporated into bilingual education. As a medium that inspires students' learning initiaty and solves the dilemma of class hour shortage, it is a good compensation for traditional teaching model. 3. While improving various input aspects, bilingual teachers should pay more attention on output, which may yield unexpected result.4. Bilingual education should develop around learning-centered principle in terms of teaching material, preparation and other teaching facilities.At last, on the ground of Ellis' L2 acquisition theory and close observation of the teachers' practice, we made up a bilingual education model, which integrated all the factors critical to a successful class.