Comprehensive Application Ability of College Students' Knowledge Structure and Skills under the Immersion Bilingual Teaching Mode

Abstract

Bilingual teaching refl ects the requirements of today's social informationization and economic globalization, and it has become an inevitable trend of Chinese college education reform and development. In recent years, all institutions of higher learning have intensifi ed their teaching reforms. They adjusted the structure and content of the course to optimize the knowledge structure of college students, and further enhance the innovation and entrepreneurship and employment ability of college students. Through the collection and analysis of a large number of documents, we systematically clarifi ed the status quo of immersion bilingual teaching mode research at home and abroad. Based on the study of the Canadian immersion bilingual teaching mode, we have constructed the WBI course and conducted practical teaching. Before the practice began, we conducted surveys on teachers, student qualifi cations, curriculum arrangements, and textbooks, all of which met the standards for immersion bilingual Teaching. On this basis, we selected some students who have studied this course as the research object and conducted a questionnaire survey. Through the analysis of the various elements and teaching eff ects that aff ect bilingual teaching, we can know that the implementation of bilingual teaching in colleges has obvious help for college students. Due to resource constraints, we are unable to carry out such bilingual teaching extensively. Therefore, further discussion on the specifi c strategy for implementing bilingual teaching is our next step.

Teachers’ Perception of Difficulties Teaching Young Learners English with English-Only Instruction in Mainland China: A Case Study of an English-Only Institute in Shenzhen

“…According to a report published in 2014 in Beijing Evening News, China saw a major leap in the number of English learners, with about four thousand million English learners and counting. The great emphasis on English spawned an influx of learners into English classrooms at an early age in mainland China, who are characterized as immature, hard to concentrate, and entirely new to this language (Zhang & Fang, 2019). A parallel situation is that teachers encounter various difficulties in handling the EOI.…”