The Theoretical And Case Research Of Multilingual Education

Multilingual education originated from overseas, some countries in Europe, LatinAmerica and Africa have developed it for a long time. The origination of multilingualeducation is related to its history and transform. Early in 16th century, Desiderius Erasmushas founded collegium trilingue in Belgium Louvain. "collegium trilingue" provides asafeguard for multilingual education, they provide platform for increased educational level,assured teaching quality and human-base education. Canada is the multilingual educationcountry of typical case in north America countries. Immigrant and native people haveestablished good educational environment for Canada. Asian countries cannot compare withthe environment of multilingual education of it. A lot of Asian countries began to payattention to multilingual education very early as a standard with measured people's socialvalue. Israel, India, Pakistan, Thai, and so on are all typical countries that developmultilingual education.Multilingual education includes 3 mainly aspect meaning: (1) sequential multilingualeducation (2) simultaneity multilingual education (3) practice multilingual education. In thispaper we mainly study on the second aspect of multilingual education. Take HongQi primaryschool for an example, we systemic discussed simultaneity multilingual education usingequilibrium theory, idea-base mode, limen theory and dependence suppose as theoryfoundation of multilingual education.In this paper we studied on the processes gained in multilingual educationimplementation by its circs, and summarized the corresponding multilingual teachingprinciples and methods. Moreover, in this paper we have summarized many factors which caninfluence multilingual education. At the same time, we have summarized the relationship ofseveral languages too.