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What are the goals of Chinese bilingual education and what are the effective methods of Chinese bilingual education? In some area, bilingual education is only a form. Teachers and students don’t understand the meaning and importance of carrying out bilingual education. Especially the science major students, who achieved low in English proficiency, are more intended to misread the bilingual education as a way of teaching vocabulary and translating texts.
This research is tending to find out the specific goals of high bilingual education and discover whether the goals have been achieved at current circumstance. It aims to find out the current situation of bilingual education and making progress according to students and teachers’ feedback.
1.3 the significance of this study
By now, researches on bilingual education of science major students of universities and colleges are concerned, but the researches are not specific enough to help model a effective bilingual education in China. Many other countries or areas such as Canada, the USA, Singapore and Japan have mature bilingual education systems. They have build up sturdy teaching models and evaluating systems, suitable teaching materials and admirable teacher recruits. From referring to these countries' experience, China can absorb valuable experiences to use by itself.
In fact, because of the persity of areas, goals, majors and students’ English level, it’s hard to find a universal model that suits all teachers and students. For example, students in south China will more likely prefer Japanese while students in north China like to learn Russian. And goals from going overseas study to reading English versions of academic materials differ. Students of art majors are more likely to have higher level of English than those of science majors. All factors will affect the designing the suitable way of bilingual education.
These complicated factors make copying other countries’ bilingual models are doomed to failure. For example, immersion bilingual education is very successful in Canada, thus makes it popular all over the world. Other countries tried to copy this model to put on use in their own bilingual education. But they found the outcomes are not as good as Canada’s. That’s the differences of goals, students’ proficiencies of second language and teachers’ levels cause such consequence. By now, we can found that each country has it’s own way of bilingual teaching.
China is a vast country consists of 56 nations. Long distance of south and north caused huge persities. It is impossible to imply one model of bilingual education to all teaching. Also, degrees of students should be considered. Therefore, this study only focused on the bilingual education of science major students in universities. By constantly checking and revising, problems and defects can be found and then adjustments can be made to improve the bilingual education to better services.