The Management Of New Pattern Bilingual Schools In Fundamental Education

New pattern bilingual school, a recent phenomenon in fundamental education in China, refers to the educational institute where two languages, i.e., Chinese and English, are applied in teaching.In bilingual school, bilingual education has been carrying out. Its appearing is really a necessary and it must also adhere to the principles of bilingual education, such as "critical period in language acquisition", "five Hypotheses in SLA", etc. At the testing stage, many bilingual education institutions policies were established in many cities, which guaranteed the development of bilingual schools. There exist, however, misunderstanding about bilingual schools. The first one is that anyone who wants to can set up bilingual schools. The second one is that bilingual school is foreign language school. And the third one is that bilingual education would do harm to the learning of other subjects. The fourth one is that bilingual education could damage the teaching of Chinese. Researches at the testing stage suggested many problems in the management of bilingual schools. They run as follows: first, the lack of related policies; second, teachers cannot meet the requirements of bilingual teaching; third, deficiency in bilingual textbooks; fourth, the shortage of bilingual atmosphere; fifth, the lack of an evaluation system with bilingual characteristics; and finally, wanting effective teaching patterns. Judging from the researches on the development, policies, goals and teachers training of bilingual schools in the U.S., Canada and Singapore, we could obtain some implications on governmental macro-managements of bilingual schools. Firstly, devising bilingual policies and allocating money by the federal government and distributing it by the local governments; secondly, attaching great importance to teacher training to guarantee qualified teachersï¼›thirdly, establishing a bilingual education committee in every teaching section to supervise bilingual education as to carry out bilingual education successfully. However, there exist differences between bilingual education in China and that of foreign countries with regard to its purposes, policies, backgrounds and teachers. Therefore, we should suit our measures to the specific conditions in China and make best use of the advantages and bypass the disadvantages.Basing on our investigations of bilingual schools, we have proposed eight points which deserve our attention regarding the management of bilingual schools in fundamental education. They run as follows: first, strengthening governmental macro managements; second, reinforcing scientific researches; third, valuing bilingual teachers training and management; fourth, standardizing bilingual textbooks; fifth, creating positive bilingual atmosphere; enhancing the attainment of headmasters in bilingual schools; seventh, setting up a effective evaluation system; and finally, establishing excellent teaching patterns.The originality of this thesis lies in the fact that it has combined theory with practice and proposes its own suggestions for further development of bilingual schools in China. In addition, it does not limit itself to the introduction of experiences in a certain school.