On the Models of the Bilingual Education and Their Implementation Conditions  

试论“双语教学”的模式及实施双语教学的条件与要求

作　　者：王静[1] 

机构地区：[1]绵阳职业技术学院基础科学系

出　　处：《Sino-US English Teaching》2006年第8期32-36,共5页中美英语教学（英文版）

摘　　要：This paper carefully probes into the main models of the bilingual education in the world, deeply analyses the conditions and requirements on the implementation of the bilingual education in our schools, and clearly differentiates TEFL and TESL as well as bilingual education. The writer thinks that in China we teach English as a foreign language instead of a second language, that the bilingual education is the supreme level of the foreign language acquisition, and that the final goal of the bilingual education is to make learners simultaneously think and use Chinese and English in both ways as well as communicate with one another in two languages according to the situational context. Therefore, it is not easy to practice the bilingual education in a country like China, which is still poor in the English language context. But the situation will change as China enters WTO and the globalization speeds up.本文详细地探讨了双语教学的主要模式，深入地分析了实施双语教学所需要的条件和要求，并澄清了“英语作为外语教学（7EFL）”、“英语作为第二语言的教学（7ESL）”以及“双语教学（Bilingual Education）”之间的差异，笔者认为目前在我国英语教学只能是外语教学，双语教学是外语习得的最高层次。其最终目标是学习者能同时使用母语和英语进行思维，能在追两种语言间根据交际对象和工作环境的需要追行自由切换。因此双语教学的理论定位和实践定位都是相当高的，双语教学对学校、师资、课程、教材和学生都有着极高的要求，尤其在中国这样一个缺乏英语语言环境的国情下更是如此。

关 键 词：bilingual education MODELS implementation conditions 

分 类 号：H319[语言文字—英语]