English, now being an international communication medium, has been promoted as the most important foreign language in school curricula in many countries. As English competence is regarded as a new kind of literacy tha...English, now being an international communication medium, has been promoted as the most important foreign language in school curricula in many countries. As English competence is regarded as a new kind of literacy that enables the "world citizens" to participate in the global community, various educational reforms in many countries have been implemented and new teaching approaches are introduced, aiming to provide quality English instruction for school children (Cha and Ham, 2008). Among them is a bilingual model-"content and language integrated learning (CLIL)", which serves as the umbrella term for approaches that give emphasis both on language learning and subject knowledge learning. This paper aims to start with a brief discussion of the global role of English in terms of its impact on school curricula and language policy making in EFL and ESL contexts. In the next section, further examination on sociolinguistic and cultural issues of bilingual education in EFL context will be presented and specific reference will be made to English education in China. After that, major concepts of CLIL and cognitive development theories will be drawn on to explore the benefits and potentially problematic areas in bilingual education.展开更多
The basic view of Piaget's cognitive development theory is that children's psychological development is the result of the interaction between their inner state of minds and the objective outside world. Based o...The basic view of Piaget's cognitive development theory is that children's psychological development is the result of the interaction between their inner state of minds and the objective outside world. Based on the theory, the study mainly adopts the ways of empirical research, literature reference and questionnaire survey to explores teachers' and students' problems in elementary school oral English teaching process and puts forward corresponding countermeasures. The paper puts 80 fourth graders No.3 Primary School in Wenzhou Huanglong as subjects, find teachers' teaching problems currently existing in primary English class and pupils' problems they met like negative transfer of mother tongue and low interest in oral English learning through questionnaire survey and analysis data. The study, according to Piaget's cognitive development theory, puts forward advice through careful analysis of the problems to improve the present situation of teachers' teaching and students' oral English learning, to help teachers improve the quality of oral English teaching and to ultimately improve pupils' oral English communication.展开更多
文摘English, now being an international communication medium, has been promoted as the most important foreign language in school curricula in many countries. As English competence is regarded as a new kind of literacy that enables the "world citizens" to participate in the global community, various educational reforms in many countries have been implemented and new teaching approaches are introduced, aiming to provide quality English instruction for school children (Cha and Ham, 2008). Among them is a bilingual model-"content and language integrated learning (CLIL)", which serves as the umbrella term for approaches that give emphasis both on language learning and subject knowledge learning. This paper aims to start with a brief discussion of the global role of English in terms of its impact on school curricula and language policy making in EFL and ESL contexts. In the next section, further examination on sociolinguistic and cultural issues of bilingual education in EFL context will be presented and specific reference will be made to English education in China. After that, major concepts of CLIL and cognitive development theories will be drawn on to explore the benefits and potentially problematic areas in bilingual education.
文摘The basic view of Piaget's cognitive development theory is that children's psychological development is the result of the interaction between their inner state of minds and the objective outside world. Based on the theory, the study mainly adopts the ways of empirical research, literature reference and questionnaire survey to explores teachers' and students' problems in elementary school oral English teaching process and puts forward corresponding countermeasures. The paper puts 80 fourth graders No.3 Primary School in Wenzhou Huanglong as subjects, find teachers' teaching problems currently existing in primary English class and pupils' problems they met like negative transfer of mother tongue and low interest in oral English learning through questionnaire survey and analysis data. The study, according to Piaget's cognitive development theory, puts forward advice through careful analysis of the problems to improve the present situation of teachers' teaching and students' oral English learning, to help teachers improve the quality of oral English teaching and to ultimately improve pupils' oral English communication.
