Critical Analysis of Five Bilingual Issues in Education

人力資源管理|_2010年第7期renlityuanguonlt. 教育教學(xué)研究Critical Analysis of Five Bilingual Issues in EducationZhao yan(西安外國語(yǔ)大學(xué)英語(yǔ)教育學(xué)院陜西西安 710014)[摘要] Almost all the countries in the "worldhave bilingual populattionanand many of these countries have bilingual programs (Noboa,1987 eited in Baca & Cervantes, 1998). The organization of this paper is as follows; II will separately present five ssesbilingual education. 0n each issue, there is a brief summary with viewpoints and then 1 will state the version of significanceof these issues in educational context.[關(guān)鍵詞] bilingual education family support_ testing assessment[中圖分類(lèi)號] G271.6[文獻標識碼] A[文章編號] 1678-8209(2010)07-0254-02A better understanding of the ser-an assertion of intents and goas; policy is extent, fufill the local classroom culturevices needed. by culturally and linguisti-sanctioned behavior; policy is norm ofrequirements (Truckenbrodt & Courcy,cally diverse exceptional (CLDE) students conduct characterized by consistency and 2002).requires understanding of services pro-regularity in some substantive action area"Issue IV: Bilingual Special Educationvided by special bilingual education (Baca(Guba，1982 cited in Baca & Cervantes,The development of bilingual special& Cervantes, 1998). The organization of1998，p. 374). For instance, bilingual education can be considered as an exten-this paper is as fllows: I will separatelyeducation for minorities in China has al-sion of the equal educational opportunitypresent five issues considering bilingualways been closely linked with political movement. Large number of bilingualeducation.policies held by the goverment. China is children are handicapped and do requireIssue I: Home Support for Bilinguala country of 56 nationalities. Han major-special education. Firstly, in the idealEducationity comprises 92% and the other minority sense, bilingual special education can beParents have a crucial effect on theirgroup makes up 8%.defined as the use of home language andchildren' s bilingual education. Involv-Issue II，Bilingual Teachershome culture along with English in aning parents in early immersion bilingualThe issue II leads to us another isue individually designed program of specialprograms is an essential ingredient and awhich is of major concerm: what, exactly,instruction for the student in an inclusivehome - -based approach in which parents ought to be the qualifications of teachersenvironment. The main purpose of bilin-are the educators of their children as well in bilingual education. Such qualifications gual special education program is to help(Leseman & Van, 2001). So, it is trueare usually determined by educational in-each learner achieve the most potential tothat parents can create more personal and stitutions (Foster, Valdman & Hartford,lear language skills (Baca & Cervantes,flexible environment for their children to1982). The ideal teachers should prima- 1998). Children with certain disabilitiesbe bilingual from an early age.rily have a high ability in the second would display many dfficulties with com-maintain and develop a native language;language. Secondly, they can use the munication and language acquisition. Forhowever the language practice at homeflexible teaching method and vivid body typically developing language skills of thesewas the most essential factor to decidelanguage to assist primary school studentschildren who are English language leamn-whether a language could be maintained to comprehend the target language ers (ELL), the importance is facing theacross generations (Fisherman, 1991 citedspontaneously. For instance, according to challenge that children probably will notin Lao, 2004). For instance, there area bilingual Mandarin- English program inlearm any language or the possibility thatmany Vietnamese in Sydney now any of an inner city primary school in Sydney，it could develop the language skill over awhom once received education at officialthe professional demands for their bilin-long period(Mueller, Singer & Grace,school can speak Cantonese. Because theygual teachers are very high. Their teachers2004). Effective training for parents andlearm Cantonese at school and always com-must not only be proficient in Chinese to in- -service training for bilingual teachersmunicate with their family members ba level that parents feel acceptable, but were short (Mueller, Singer & Grace,Cantonese.the teachers also must be proficient in 2004). Therefore, the specific courses forBut based on Lao, 2004， the surveyEnglish in order to work as part of special educators focus on strategies forsuggested even if bilingual parents werebilingual program (Language Australia,ELLs with disabilities are sorely demanded.very supportive of developing bilingualism 2000). Based on this context in reality, I National Association for Bilingual Educa-in their children, the high-level bilin-have to discuss one greatest challenge facing tion (1992) and Council for exceptionalgualism and biliteracy are dificult to achievethe school. Namely, the native- speakersChildren (2003) require that teachers ofbecause the exposure to second language of target language or the non- native teach- students with disabilities from non-En-materials is limited at home.ers would fulfill the criteria of a bilingual glish-language backgrounds should be ableIssue II; Language Policyteacher. Native- speakers generally fulfillto communicate with students and be ableBecause the isue of language policy is the requirements of high le中國煤化iIanguage dfre andusually raised in any discussion involvingof the target language,city (Paneque & Baretta,bilingualism (Baca & Cervantes, 1998), itcontent basocd knowledge is alsHCNMHGseems appropriately to discuss it in myAt the same time, the non-native teach-ssue V: Assessment of Biingualessay. Based on Guba, 1984， "policy isers in an immersion program can, to large(下轉256頁(yè))-254-2010年第7期人力資源管理Tenlitiyanguanli教育教學(xué)研究可以充分利用這- -優(yōu)勢,運用集體的智慧來(lái)編評價(jià)。 案例教學(xué)的組織涉及到課前準備、課為他人提供借鑒 ，另-方面則更加希望拋磚引寫(xiě)案例，一方面可以找到學(xué)員感興趣的話(huà)題，堂實(shí)施、總結評價(jià)、課后反饋等多個(gè)環(huán)節，玉, 引起更多的專(zhuān)家學(xué)者對這一問(wèn)題的探討，另一方面也可以培養學(xué)員理論和實(shí)踐相結合除了在課前精心準備、課中運用多層次案例從中獲得借鑒和啟示， 以促進(jìn)MBA《管理經(jīng)的能力,以及與他人溝通和團結協(xié)作的能力。教學(xué)法以外 ，案例總結和反饋評價(jià)對于案例教濟學(xué)》 課程案例教學(xué)水平的不斷提升。3.2.2在課堂教學(xué)過(guò)程中,運用分層次案學(xué)同樣 至關(guān)重要。不論采取何種形式的案例例教學(xué)法來(lái)提高案例教學(xué)的效果。教學(xué)法，我們都非常重視案例的總結工作,一參考文獻第一層次的案例教學(xué)針對的是與關(guān)鍵知般而言,我們先總結歸納一下各位學(xué)員或各小[1] 李宏.哈佛商學(xué)院的案例教學(xué)法[J].安陽(yáng)工識點(diǎn)密切結合的小案例，通過(guò)學(xué)員在課堂上獨組代表的觀(guān) 點(diǎn),以便學(xué)員們能夠掌握討論結果學(xué)院學(xué)報，2009,(3):117-119.立思考和主動(dòng)參與的形式進(jìn)行。具體而言可的全貌， 在此基礎上指出討論中的不足,結合[2] 李國津. MBA核心課程《管理經(jīng)濟學(xué)》以有以下兩種方式:一是在講知識點(diǎn)之前,通具體的情況引導學(xué)員進(jìn)行進(jìn)一步的思考,或者教學(xué)改革探索[J].學(xué)位與研究生教育，過(guò)相關(guān)的案例，提出讓學(xué)員思考的問(wèn)題,以此在現有討論結果的基礎上,發(fā)掘出新的可以討2002,(2-3):50-53.激發(fā)學(xué)員的學(xué)習興趣，引導其對相關(guān)的知識點(diǎn)論的話(huà)題， 以引導學(xué)員更深層次的思考。同[3} 王爽，趙國杰.用AHP評價(jià)MBA管理經(jīng)進(jìn)行探討,二是在講完知識點(diǎn)之后,通過(guò)案例時(shí) ,在課后,我們也會(huì )通過(guò)調查問(wèn)卷、訪(fǎng)談等濟學(xué)課程學(xué)習質(zhì)量[J].中國地質(zhì)大學(xué)學(xué)報引導學(xué)員思索討論關(guān)鍵知識點(diǎn)的實(shí)際應用。形式, 了解學(xué)員對于案例實(shí)施的反饋意見(jiàn),并(社會(huì )科學(xué)版), 2004 ,4(5):53-55.第二層次的案例教學(xué)針對的是-些大案例,一將其中 有價(jià)值的意見(jiàn)作為指導，應用于下一輪[4] 傅永剛案例教學(xué)對于MBA學(xué)員管理能般選擇的是根據教師科研成果編寫(xiě)的案例,因案例教學(xué)的實(shí)踐,以不斷提高案例教學(xué)的實(shí)施力提升的實(shí)證研究[J].管理案例研究與評為這類(lèi)案例與企業(yè)實(shí)踐結合緊密,學(xué)員比較感效 果。論，2009,2(4):286- -291.興趣，教師也可以有效駕馭,通過(guò)分組案例討論和選派代表進(jìn)行陳述的形式進(jìn)行,主要培養4 結論的是學(xué)員團隊協(xié)作、以及運用理論解決實(shí)際研究結果表明，案例教學(xué)在“學(xué)習分析問(wèn)題的能力。第三層次的案例教學(xué)針對的是問(wèn)題的思路” .“提高解決問(wèn)題能力”、“改善思學(xué)員自己編寫(xiě)的案例，培養的是學(xué)員的綜合能考方式” 、“鍛煉溝通能力”等方面的效果要大力。這一類(lèi)型的案例一般在教學(xué)過(guò)程中恰當大優(yōu) 于傳統的講授方式(傅永剛(4],2009)。雖的時(shí)間布置下去,教師給出選題的范圍和要然 MBA的師資和學(xué)員都已經(jīng)充分了解案例教求,同一小組的學(xué)員則通過(guò)分工合作，結合企學(xué)的重要性, 但《管理經(jīng)濟學(xué)》課程理論性和業(yè)的實(shí)際確定具體的選題,在此基礎上,學(xué)員實(shí)踐性相結合、 MBA學(xué)員來(lái)源廣泛性等特從案例背景、思考問(wèn)題、解決方案等角度編寫(xiě)點(diǎn)， 使得該課程在案例教學(xué)過(guò)程中還存在-定案例，最后通過(guò)專(zhuān)]的案例陳述課，由各小組的困難。 本文結合筆者及所在學(xué)校M B A選派代表進(jìn)行案例陳述并引導全班進(jìn)行討《管理 經(jīng)濟學(xué)》課程案例教學(xué)的多輪實(shí)踐，論。3.2.3重視案例總結和案例教學(xué)的反饋分析了在案例教學(xué)實(shí)施中存在的困難,并對克服困難的具體做法進(jìn)行了總結,一方面希望能(上接254頁(yè))Some researchers suggest assessmentlingual education: the role of theStudentsin both two language (Juarez， 1983 &vernacular. New York: Plenum Press.Assessment is a major component ofLangdon, 1989 cited in Baca & Cervantes， [3] Koyama, J. P. (2004). Appropriatespecial bilingual education. The purpose 1998). Others argued that traditional bi-policy: constructing positions for En-of asessent is the diagnosis and place- lingal asesesmnent testing separately in theglish language leamers. Bilingual Re-ment of sudents in speial program. Large native and second language fails to con-search Journal, 28(3), 401-494.evaluation techniques should be used and sider the idea of "interplay” between [4] Ovando, C. J. (2003). Bilingual edu-the information should be taken into thefirst and second language (Figueroa， 1989cation in the United States: historicalconsideration of multiple contexts (ollier，cited in Baca & Cervantes, 1998).development and current isues. Bilin-1998 cited in Baca & Cervantes, 1998).Accordingly，through out the literaturegual Research Journal, 27 (1), 1-25.According to Huempfner (2004), how toabove, in the area of language asessment, [5] Truckenbrodt, A. & De Courcy, Mfairly ases ELLS has become the quandary. cautions have been raised due to lack of(2002). Implementing a bilingualIf they are not involved in a standardized criteria to identity (Baca & Cervantes,program. South Yarra， Vic: Asso-ssessment, the expectations for these stu-1998). Firstly students' learning experi-ciation of Independent Schools ofdents and the bilingual programs that serveence in the class should be evaluated.Victoria.may be lowered. Accordingly, when bi- Secondly, tests for non English back-lingual children are ased, there are three ground students with inuficient expo-elements as the distinct development; first sure to English functions as proficiencylanguage proficiency， second languagetests. Thirdly, linguistic background ofproficiency and the extension of dfficui-- bilingual individuals must be considered.ties involving physical," learning and behavioral aspects. The students’perfor -Referencemance Ievel can not be considered as the [1] Baker, C. (2006). Icriteria to identifty the second languagebilingual education and中國煤化工potential. Therefore, the child' s de-Clevedon, UK: MutilinTCHCNMHGvelopment in the first language needs to [2] Foster, C.， Valdman, A. x haruloru,be assed (Baker, 2006).B. (1982). Issues in international bi--256-