论文总字数：27377字

摘 要

Chapter One Introduction 1

1.1Significance of the Study 2

1.2Overview of the Study 3

Chapter Two Goals of The Two Models 4

Chapter Three Teaching Methods of The Two Models 6

Chapter Four Impacts of the Two Models on Students 10

Chapter Five Suggestions of English Teaching in Chinese Kindergartens 12

Reference 14

Acknowledgements

First, I would like to express my heartfelt gratitude to my supervisor, Dr. Zhang Jingning, for her warm-hearted encouragement and valuable advice, especially for her insightful comments and suggestions on the draft of this paper. Without her help and guidance, I could not have completed this paper.

My sincere thanks also go to all the English teachers at the School of Foreign Languages in Southeast University. They unfolded the charm of English to me, and provided me with fundamental and essential academic competence.

Last but not least, I am deeply indebted to my family members and friends for their affection and inspiration. They are always giving spiritual support to me.

Abstract

Childhood is critical for language development, which makes quality of bilingual programs at kindergartens the priority of parents’ and teachers’ concern. However, as a “later comer” to bilingual education, Chinese kindergartens tend to either replicate the Chinese language teaching model or blindly implant the western models in their bilingual programs. How to improve the quality and efficiency of English education at Chinese kindergartens has already become an urgent question that could only be solved through an in-depth understanding of different models of bilingual education. The thesis compares and contrasts two bilingual models, the traditional and the immersion, along the dimension of goals, methods and impacts in order to highlight the most optimal elements essential for Chinese bilingual education programs.

Chapter two through four analyze different goals, teaching methods and impacts of the two models on English education at Chinese kindergartens. Chapter five comes up with several suggestions on English teaching at Chinese kindergartens.

Key words: education of English, model of education, traditional model, immersion

摘要

幼儿时期是语言发展的关键时期，这个时期幼儿的语言发展十分迅速,词汇量日益增加,通过发展,孩子可以简单、连贯地叙述见闻、表达思想。幼儿语言的培养关系到孩子今后的可持续发展，因此，学前英语教育逐渐成为学校、家长关注的焦点。然而,由于起步较晚，我国学前双语教育发展仍然十分滞后，目前我国的学前双语教育由于大多照搬国外已有的教学模式或迎合国内的升学考试机制,在实施过程中出现了一些问题，“费时较多，成效较低”是学前双语教育目前面临的普遍问题，如何提高学前英语教育的效果已经亟待解决的问题。在学前英语教育中，教育模式的选择直接影响着教育效果，英语教育模式在学前英语教育的研究中占据十分重要的地位，因此，研究两种主要的英语教育模式具有十分重要的意义。本文欲从英语教育模式入手，来进一步分析、比较、研究学前英语教育中两大教育模式的特点、区别以及产生的不同影响。

论文第一章先简要阐述两种主要的学前英语教育模式的教学目标。第二章介绍两种教育模式采用的不同方法。第三章结合两种教育模式在实际中的运用，对两种教育模式的特点进行重点分析，全面分析不同教育模式对幼儿英语学习产生的不同效果和影响。

关键词：学前英语；教育模式；教学式；浸入式

Chapter One Introduction

There are two major bilingual teaching models at kindergartens, one is the traditional model and the other one is immersion. Traditional teaching model refers to the instruction of a second language (L2) through children’s mother tongue or home language. Children learn L2 without a natural language environment. At most Chinese kindergartens, children learn English through teachers’ intentional teaching, which lacks actual and natural language environment. Following syllabuses and materials, English teachers make lesson plans and execute a sequence of activities in a relatively fixed time frame.

Language immersion, or simply immersion, is the use of L2 as the medium of instruction either for L2 itself or other content area. Through this method, learners study school subjects, such as math, science, and social studies, in their L2. Language is not only the content of learning, but also the medium of instruction.

Immersion falls under the category of non—instructed language acquisition. The theoretical basis of immersion is Chomsky's theory of Language Acquisition(Chomsky, 1968). According to the theory, language is acquired not by imitation but by the enough language input, emerging from the simulation of real life day to day interaction.

The word “immersion” was originally used in the Canadian French immersion programs in the 1960s，referring to initial instruction primarily through the medium of French for the English-background students．In these programs, students are “immersed” in second language classroom surroundings．Later the model has also been implemented in other settings such as Hungary, Spain，and Finland(Johnsonamp; Swain，1997)．Despite the differences in program design and delivery, most immersion programs share the following four objectives(Cloud, Gencsee ,amp;Hamayan，2000)：

1．Grade-appropriate levels of primary language development

2．Grade-appropriate levels of academic achievement

3．Functional proficiency in the second foreign language

4．Understanding of and appreciation for the culture of the target language group

The purpose of this study is to compare and contrast two bilingual models, the traditional and the immersion, along the dimension of goals, methods and impacts in order to highlight the most optimal elements essential for Chinese bilingual education programs.

Significance of the Study

The past three decades have witnessed an increasing interest in bilingual education and much concern about teaching models at Chinese kindergartens. However, except for a great number of theoretical research and some teaching experiments in some developed cities in China, such as Shanghai and Beijing, few theories have been put into practice and the significance of teaching models have not been widely recognized. By comparing two major teaching models, this paper is not to draw a conclusion on which one is better than the other one. Rather, it focuses on exploring and elaborating on the separate features of each model so that people learn how children at kindergartens acquire L2 within an educational system．

Actually, bilingual education covers a variety of language educational practices. It is meaningless if the research does not take social, political and some other elements of reality into consideration. However, the current research on bilingual education models rarely takes into consideration social content. At present, many kinds of teaching experiments have been conducted in China without the guidance of scientific theories. The lack of research based on the real contexts in our country forces kindergartens to copy foreign cases, leading to a waste of human and material resources. Examples of unsuccessful teaching practice are numerous.

Therefore, firstly, the realistic significance of this research is to provide information to improve bilingual education at Chinese kindergartens. The research asks the question how to adapt theories developed in western countries to the reality in China, therefore, offers a revised bilingual model conducive to the psychological and social development of young children. The current study will likewise raise awareness and close the gap of the development of bilingual education between China and foreign countries.

Overview of the Study

Chapter One analyzes different goals of two models of English education at kindergartens. Chapter Two analyzes the different teaching methods of the two models on English education at Chinese kindergartens. Chapter Three takes a step further to analyze the different effects of the two models on English education at Chinese kindergartens. The different effects of two teaching models will be shown in many aspects. Chapter four gives some suggestions on immersion at Chinese kindergartens.

In addition to the introductory chapter that provides a brief definition of the traditional and immersion model, chapter two through four compare and contrast the two models along the dimension of goals, methods and impacts. Chapter five is the concluding chapter centered on strategies to improve kindergarten level teaching in China.

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