| With the rapid development of economic globalization,English has become the medium that connects people beyond the boundary of countries,nations and cultures.In recent years,bilingual teaching has been a hot issue in the foreign language teaching reform,which is an important measure to promote the internationalization of the higher education in China.The current study was a longitudinal case study conducted in a bilingual content course Digital Image Processing in a key university among one teacher and 52 junior students.Teacher's medium of instruction was analyzed to see the amount of each language(Chinese and English)used in the bilingual classroom.The quantitative analyses were conducted with the code-switching episodes to see the frequency and the reason why the teacher switched from one language to another.Moreover,both the teacher's and students' attitudes towards bilingual education were analyzed based on an interview with the teacher and questionnaire for students.The study aimed to investigate teacher's medium of instruction in bilingual classroom and how the teacher and students thought of bilingual education and what they really need during the process of bilingual teaching/learning.The study revealed that Chinese was the dominant medium to teach the disciplinary knowledge,while English served for revision of previous lessons.Code-switching was observed when the teacher discussed terminology,and also in students' presentations.Both the teacher and students did not have a clear view about bilingual course;it seemed more like a political decision rather than educational proposal.The study had some implications for bilingual teaching.Firstly,teachers should be trained regularly to make them more qualified.Secondly,bilingual textbook which is written in comparably simpler English is needed.Lastly,policymakers or institutional administrators need to attach importance to the transition from general English courses to bilingual courses in college English curriculum design. |
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