The Study Of Bilingual Teachers' Cultural Attainments

As it is the inevitable outcome of pluracultural meetings in societies, bilingual education launched in China is a kind of active response to the pluracultural world. Bilingual education is a kind of cross-cultural subject education in essence, and obviously, culture is a core word in bilingual education.A true bilingual talent should be one who can establish a multi-cultural concept, owns cross-cultural consciousness and ability, holds a tolerant and understanding attitude to exotic cultures, meanwhile, makes international pluracultural communications easily and efficiently. In order to cultivate this kind of bilingual talents, many highly qualified bilingual teachers are absolutely essential.Instruction's foundament lies in the teacher. The complete realization of the objectives of bilingual education deponds largely on the integrated attainments of bilingual teachers. As a kind of principal resource, bilingual teachers are direct executant, who are the key to bilingual education with high quality.The introduction of the dissertation includes the origins and significance of the topic, current situations on the research of the topic home and abroad and related concepts and research methods. while the dissertation covers five chapters as follows:Chapter one discusses the relations of language and culture, education and culture, teacher and culture, in the meantime, illustrates the cultural nature of bilingual education, uncovering the cultural implication of bilingual education.Chapter two illustrates cultural construction of bilingual education in foreign countries, while checks its cultural education in China, making the cultural necessity of bilingual teachers clear and describing cultural appeal of bilingual education.Chapter three generalizes bilingual teachers' attainments firstly, then focuses on cultural attainments of bilingual teachers, which are reflected at three aspects, that is, the cultural attainments of languages, the cultural attainments of subjects and cultural integration in instructions of bilingual classes.Chapter four aims at obtaining some enlightenments afer investigating and analyzing cultural attainments of bilingual teachers in China, through the compares of the United States, Canada, Singapore, Australia and Japan.Chapter five supplies some tentative advice on the generation and development of cultural attainments of bilingual teachers at the internal and external factors. It creats a principle of "one core location, two languages integration, three-in-one practice." Meanwhile, many suggestions are achieved here generally, such as making raltive law or regulations, enhancing cultural targets, strengthening mid-career training and pre-service education, executing employment acess standards, paying more attention to bilingual researches, increased funds investment and so on.The dissertation explores the important fuctions of cultural attainments of bilingual teachers in the practice of biligual education; it clarifies the core of attainments and major developments of bilingual teachers, that is the cultural attainments; at the same time, it will make teachers realize culture in bilingual eduation and make them concern the penetration of our culture in bilingual education. And, a certain expectation is placed on the bilingual teachers of the multi-cultural era in the conclusion part of the thesis.