An Experimental Research On The Feasibility Of Bilingual Teaching In Middle Schools

Any discussion of bilingualism today cannot be isolated from the consideration of globalising, international tendencies which have meant, in effect, that the world at the beginning of the twenty-first century is far more interconnected than ever before. With China's participation in the World Trade Organization, and Beijing's hosting of the 2008 Olympic Games, our society has a great demand for bilingual people, which in turn places great demands on middle school teaching. To realize socialist modernization, the first step is to modernize the people, which is to say, to equip them with a critical, scientific way of thinking. For students, this means that they should be able to use English to help them think critically and to comprehend and express scientific ideas. Curricular reforms that help this development must be carried out.As part of the reformation and development of English teaching, bilingual teaching (here referring to English and Chinese bilingual teaching), has attracted the attention of many middle schools, which have put or are putting it into practice. These schools have their own teaching systems, which depend on the following aspects: school size, teaching accomplishments, teaching methods, class composition and schooling evaluation. The experiences of these schools are worthwhile to learn about and use for reference.Bilingual teaching in China, especially in middle schools, is still in its early stages and far from mature. In some schools, bilingual teaching takes a lot of time with a little effect; some schools lack teachers who can teach bilingual courses, and some other schools, while publicizing their "bilingual teaching experiments", are actually involved in total English...