A Case Study Of Implementing Tibetan-Chinese Bilingual Instruction In Kindergarten

Language is one of important signs and features of a nation. And, the bilingualism is a linguistic phenomenon which is aroused by the language communication between different nations. In the era of globalization, with the development of economic integration, political multi-polarization, and lifelong education, the communications and cooperations between different nations also gradually developed, deepened and popularized. Therefore, the language education becomes a burning question for the multinational and multilingual countries in the world. Then, under these circumstances, the bilingual education becomes an inevitable choice. As an important part of the bilingual education for the minority nationality, the bilingual education in the ethic kindergartens plays a significant role in the habit formation, the intelligence development and the physical and mental development of children. At present, our party and government attach great importance to the bilingual education in the ethic kindergartens; however, we also should notice that in the bilingual education in the ethic kindergartens exist many problems, which were the results of historical reasons, including the linguistic conditions and geographical positions, and the social changes, economical developments and the advent of the information and internet age. If these problems cannot be solved well, the bilingual education in the ethic kindergartens will just become a formality and hardly gain better developments.In view of this, with the application of the system theory, the think tank model theory and the multiculturalism theory, this thesis studied the Tibetan-Chinese bilingual education in kindergartens from the perspective of the teaching implementation and expounded and proved the theoretical foundation of the Tibetan-Chinese bilingual education in kindergartens. To this thesis, the teaching implementation of the Tibetan-Chinese bilingual education in kindergartens is a system. Therefore, in order to realize the teaching objectives, the researches on the elements of this system are inevitable for the study on the implementation of the Tibetan-Chinese bilingual education in kindergartens. And, the key to the implementation of the Tibetan-Chinese bilingual education in kindergartens is that the children receiving the bilingual education should first identify with the native culture and language, maintain the native features and cultivate the national culture identity.This study chooses the A kindergarten in Gannan Tibetan Autonomous Prefecture as a case to study. During this study, the researchers deeply investigated the scene of the bilingual education in this kindergarten, and made deep observations and studies on the goals, contents, teaching patterns, teaching methods and teaching introspections of the Tibetan-Chinese bilingual education in this kindergarten by means of methods of literature review, observation, interviewing and object gathering. And, based on this, the researchers presented and studied the research findings, and further analyzed the relative elements affecting the teaching implementation. The research indicates that, in the implementation of the bilingual education, teachers of the A kindergarten can choose teaching contents according to the local reality and the native culture, and use the matching books for bilingual activities; and they adopted and interacted various teaching methods. In addition, there are also some problems, such as, some teachers’ understanding of the teaching goals of the bilingual education is wrong; the class size is too large; the organizing form of the bilingual education is single and some teachers’ teaching introspections are insufficient and so on. In view of the problems, the thesis puts forward some relevant suggestions, such as, refining the contents and requirements on the bilingual education in kindergartens on the aspect of policies and regulations; establishing correct concepts on the bilingual education; promoting the professional abilities of teachers and maintaining the personnel stability of teachers; encouraging teachers to make systemic and comprehensive teaching introspections and to write daily records on teaching introspections and so on.