A Research On Professional Development For Bilingual Teachers In Elementary And Secondary Schools Of The U.S.A.

Professional development for bilingual teachers in the elementary and secondary schools is one of the key elements to implement and advance bilingual teaching. Regarding U.S.A. as the individual case, this paper introduces and analyzes the connotation, relevant theories, development models and legal system of bilingual teachers professional development of the elementary and secondary schools. Through summarizing the characteristics of professional development for bilingual teachers in the U.S.A, the paper puts forward certain beneficial proposals for our country on the basis of analyzing the current situations and problems existing in the bilingual teachers and their professional development in our countryRecently the experiment of bilingual teaching has also showed that the success of bilingual teaching mainly depends on the personal qualities. So exploring the modes, approaches and security mechanism of professional development for bilingual teachers in our elementary and secondary schools is one of the significant research subjects on bilingual education.This article includes four parts besides introduction.The introduction is mainly about the purpose and design of this article.Chapter one introduces some relevant concepts and theories about professional development for bilingual teachers in the elementary and secondary schools of the U.S.A. This chapter introduces the standard and aims of professional development for bilingual teachers in the elementary and secondary schools of the U.S.A. after explaining the concept about it.Chapter two analyses the policies on bilingual teachers professional development in the U.S.A. This chapter firstly analyses American policies to bilingual education and the training planning for bilingual teachers, then points out the process of the institutionalization of the training for bilingual teacher, all of which safeguard professional development for bilingual teachers in the U.S.A by law. During the process of planning the training of bilingual teachers, congress of the United States establishes correspondingly some organizations and bases for training bilingual teachers.Chapter three studies the modes of the development of bilingual teachers in American elementary and secondary schools. Through analyzing the modes of American cooperative professional development for bilingual teachers and of universities that involve in bilingual teachers development partnerships with school districts, the writer summarizes the characteristics of professional development for bilingual teachers in the U.S.A.Chapter four summarizes the revelations of professional development for bilingual teachers in the U.S.A. to our country. Through introducing the current situations of bilingual teaching, bilingual teachers and their professional development of the elementary and secondary schools in our country, and comparing the similarities and differences between China and America, the writer summarizes the revelations of professional development for bilingual teachers in the U.S.A. to our country.