Application of the Just-in-Time Teaching(JiTT)Model in Bilingual Courses of Chinese-Foreign Cooperative Education

The teaching abilities of bilingual teachers have emerged as one of the major bottlenecks hindering the further development of Chinese-foreign cooperative education projects.Implementing the JiTT(Just-in-Time Teaching)model in bilingual courses of Chinese-foreign cooperative education can effectively integrate information technology with traditional classroom teaching.This integration enhances teaching quality and effectiveness,encourages university instructors to improve their diverse and collective capabilities,promotes digital development,and contributes to the enhancement of students’learning abilities and overall improvement.

Exploring Bilingual Instruction for Intermediate Microeconomics in the Context of Sino-Foreign Collaborative Education

With the establishment of intermediate microeconomics courses in an increasing number of economics majors at universities,its importance is becoming more prominent.This article analyzes the current situation and existing problems of bilingual teaching in intermediate microeconomics.It also proposes improvement suggestions for bilingual teaching in intermediate microeconomics under Sino-foreign collaborative education,addressing aspects such as teaching mode innovation,teaching team building,bilingual teaching differentiation,and diverse process assessments.

Exploration on Way out of Achieving Chinese-English Bilingualism from Early Childhood in China

Worldwide,there has been a number of researchers studying how children acquire two or more languages since bilingualism or multilingualism were increasingly prevalent.China,a monolingual culture is a late participant engaged in the field of bilingualism studies.Recent years witnessed a growing number of Chinese parents who attempted to raise their children bilingual by speaking English to them at home,however,relevant research on bilingualism acquisition in China lagged behind.This article reviews existing studies on early child bilingualism acquisition and bilingual parenting,displays language context in China,and explores solutions to difficulties Chinese parents face.Different from their counterparts in culturally diverse context,these Chinese parents living in a monolingual environment were confronted with unique and more challenges:the quality of English they speak as a second language to children;the quantity of English input;the monolingual environment in China;and resistance to English by children.Solutions are proposed to tackle these issues respectively.

On Conditions of Bilingual Education

This is a review about literature on the conditions of bilingual education.Three important parts will be included in this review:a simple description of something concerned about the chosen literature;its definitions,reasons for implementing bilingual education,contexts,models or types,aims and outcomes,tendency and shift of bilingual education and its studies ;four research questions and some related reasons.It is supposed to lay a basis for investigation on whether bilingual education (involving English and Chinese) can be carried out further in the current conditions of China.

An Analysis of Modern Bilingualism Currently Existing in China

This paper introduces two kinds of conceptions of bilingualism existing in China. One is traditional bilingualism, and the other refers to using a foreign language-English as an instrument to teach specialist subjects, which is called modern bilingualism. Then the emphasis is put on the latter to analyze the current circumstances in China, and its own affective factors and difficulties confronting it have been taken into account.

The Bilingual Competence of Local Council Staffers in the Centre and Littoral Regions of Cameroon

This work sets out to appraise the state of individual bilingualism in francophone local councils in Cameroon.The work checks the use of English by francophone local council workers and of French by their anglophone mates with the focus on the four communicative language skills,i.e.,speaking,reading,writing and listening.The ethnographic approach to data collection was adopted,and self-rating through a questionnaire was the major tool used.The eight-item questionnaire was administered to 192 local council staffers.They were 177(91.14%of 192)francophone workers selected out of a pool of over 500 workers in six local councils situated in two big francophone towns i.e.,Douala and Yaounde on the one hand,and 15(8.85%of 192)out of a total of 16 anglophone workers in these same localities.The analysis of the data collected revealed that very low percentages of francophone workers could perform the following tasks using English:discuss office issues with their bosses(10.16%of 177 subjects),read out a speech(8.47%),write a letter to their collaborators(4.51%),and listen to someone with understanding(20.33%).Conversely,a high proportion of anglophone workers were able to perform these same tasks using French i.e.,discuss office issues with their bosses(73.33%of 15 subjects),read out a speech(20%),write a letter to a collaborator(33.33%),and listen to someone with understanding(80%).In short,63.28%of 177 francophone workers reported having a low performance in receptive skills in English as opposed to 20%of 15 anglophone workers who said the same for French;similarly,7.34%of 177 francophones claimed to have a good command of productive skills in English as opposed to 53.33%of 15 anglophones who claimed to have a command of French.The implications for the study are that official French-English bilingualism in Cameroon is a mere political wish which is not a reality on the field.

The Bilingual Competence of Local Council Staffers in the Centre and Littoral Regions of Cameroon

This work sets out to appraise the state of individual bilingualism in francophone local councils in Cameroon.The work checks the use of English by francophone local council workers and of French by their anglophone mates with the focus on the four communicative language skills,i.e.,speaking,reading,writing and listening.The ethnographic approach to data collection was adopted,and self-rating through a questionnaire was the major tool used.The eight-item questionnaire was administered to 192 local council staffers.They were 177(91.14%of 192)francophone workers selected out of a pool of over 500 workers in six local councils situated in two big francophone towns i.e.,Douala and Yaounde on the one hand,and 15(8.85%of 192)out of a total of 16 anglophone workers in these same localities.The analysis of the data collected revealed that very low percentages of francophone workers could perform the following tasks using English:discuss office issues with their bosses(10.16%of 177 subjects),read out a speech(8.47%),write a letter to their collaborators(4.51%),and listen to someone with understanding(20.33%).Conversely,a high proportion of anglophone workers were able to perform these same tasks using French i.e.,discuss office issues with their bosses(73.33%of 15 subjects),read out a speech(20%),write a letter to a collaborator(33.33%),and listen to someone with understanding(80%).In short,63.28%of 177 francophone workers reported having a low performance in receptive skills in English as opposed to 20%of 15 anglophone workers who said the same for French;similarly,7.34%of 177 francophones claimed to have a good command of productive skills in English as opposed to 53.33%of 15 anglophones who claimed to have a command of French.The implications for the study are that official French-English bilingualism in Cameroon is a mere political wish which is not a reality on the field.

On the Models of the Bilingual Education and Their Implementation Conditions

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.

Views and Practices on Bilingual Teaching

Under the new situation of the deepening China’s reform, opening up and entering into WTO, education meets new challenges. Bilingual teaching is the demands of entering WTO of our country and enhancing international competition, is the developing requests of information and Internet times, is a certain trend of developing diathesis education. It makes students capture knowledge in English, improving students’ applying English ability, meanwhile it makes English and special knowledge infiltrate each other. Bilingual teaching is one of methods of bettering students and teachers’ English level.

The Reform and Practice of Bilingual Teaching in Computer Courses

Since China has joined the WTO and the speed of globalization in our country.The professionals with both up to date technological knowledge and good English are needed urgently.It has been shown that bilingual teaching in IT fields is effect ways of cultivating IT professionals.In this paper,the necessity of bilingual teaching in IT fields is discussed and some of the methods in our practices are also introduced.The satisfactory results of the bilingual teaching in computer courses at our school have been obtained.

Constructivism and bilingual education

Bilingual education is one of Chinese education directions in the 21st century. And constructivism is the educational foundation of bilingual education. This paper presents a study of teaching theory and the pattern of bilingual education. The current situation and the development of bilingual education are discussed as well.

The Most Important Factors in Raising a Bilingual Child

This article explores four important factors in raising a bilingual child based on the book A Parents’and Teachers’Guide to Bilingualism written by Collin Baker.Some suggestions for parents are also provided in the second part of the article.It is hoped that the discussion helps parents to clear certain doubts about bilingualism and serves as an introduction as well as guidance for families that intend to or are trying to raise a bilingual child.

Factors Influencing the Effectiveness of Bilingual Educational Programs The Prospects of Pilot Programs in Georgia

Multilingual Education Programs Regulation was adopted and the implementation of bilingual educational reform started in Georgia in 2010. The paper presents research results on readiness of non-Georgian schools to implement multilingual educational programs effectively. The research studied the important factors influencing the effectiveness of bilingual educational programs, specifically （1） type of program, （2） human resources of schools and teachers professional development, （3） bilingual education as shared vision for all school stakeholders, and （4） community and parental involvement in designing and implementation of bilingual educational programs. The following research methods were used during the research： （1） quantitative and qualitative content analysis of bilingual educational programs of 26 non-Georgian schools of Kvemo Kartli and Samtskhe-Javakheti regions of Georgia, （2） quantitative survey of non-Georgian school principals through questionnaires, and （3） quantitative survey of non-Georgian schools＇ teachers of different subjective groups through questionnaire. The study revealed that schools are implementing mostly ＂weak＂ bilingual educational programs. The schools implementing bilingual educational programs do not have sufficient human resources, bilingual education is not a shared vision for all school stakeholders and parents and community are not actively involved in designing and implementation of the programs.

How Information Communication Technology(ICT) can Support College Language Teachers in the Bilingual Context

While the increasing development of modern information technology, the globalization is becoming an obvious feature on educational situations. Therefore, mastering some necessary bilingual competencies will present essential meaning for educators. In the case of language teachers who teaching in the ethnically plural countries, for instance, China, the United States, language teachers have to face to various difficulties on the process of teaching in the bilingual class. Currently, the advanced technology is gradually being applied into language teaching, and then provides a series of advantages on improving the quality of language teaching. Firstly, the essay will analyse the barriers which exist in the language class, which in the level of Chinese university. Secondly, it will systematically describe how ICT can help language teachers to solve difficulties on teaching and display diverse innovative technological tools of language teaching.

On bilingual instruction strategies of Chinese universities and colleges in market economy

Globalization and the soaring development of Chinese economy impose new requirements on bilingual instruction in Chinese higher education. It is the market economy mode of thinking that plays an important role in every respect of the cultivation of bilingual instruction. On this basis, the thesis explores the role of universities and colleges in terms of the strategy of bilingual instruction and the mechanism to inspire bilingual faculty and students.

Consolidating the Bilingual Education in the Major of Finance:Existing Defects and Corrective Measures

Under the trend of globalization and international financial integration,Chinese scholars have argued that executing bilingual education in the major of finance is necessary to advance the comprehensive quality and competitive ability of college students.However,universities attempting to implement bilingual education are procrastinated with many obstacles.To resolve this issue,corrective measures are to be given in the aspects of textbook publishing,professor training and curriculum adjustments.

On the Problems of Bilingual Teaching in Local Colleges in West China and the Countermeasures

The present problems of bilingual teaching in local colleges in west China and are analyzed,and the countermeasures also are presented.The aim is to carry out bilingual teaching well in local colleges in west China.

Current Situation of University Bilingual Teaching and Countermeasures Analysis

The development of education in China has become increasingly international.Therefore,carrying out bilingual teach ing in Universities is of great significance to cultivating international talents.However,the current bilingual teaching in Universi ties of our country is not optimistic,facing many difficulties and challenges.In order to provide students with advanced interna tional and dynamic culture,educators should continue to explore research and analyze bilingual teaching rationally and work out effective measures.

The Feasibility of Strong Bilingual Education in International School

This essay discuses the feasibility of adopting strong bilingual education in some international schools in China. It will ex-plain the theory, pedagogical principles,benefits and assessment of CLIL pedagogy.

Research on Bilingual Education in China

It is acknowledged that bilingual educaiton,as a new way in teaching,has attracted much attention in China for several years.This language policy gains praises from supporters but also causes lots of controversies with its relevant limitations.The present paper provides a brief review of the broad historical development of bilingual education in China,analyzes the unsolved problems and offers some recommendations for bilingual education to make it develop more smoothly and successfully.