Bilingual Teacher Training In The United States Institutionalized And Its Implications For China

The institutionalization of the training for bilingual teacher is defined as the process of module that the behavior of the bilingual teacher is restricted by the institution and program , formulated by the administrative department of education, and gradually the certain organization and the standard activity come into being. The realization of the institutionalization has four indexes to measure: the stipulation of the policy; the establishment of the law; the foundation of the organization; the form of the module.This dissertation proceeds from the institutionalization of the training for bilingual teacher of America, taking"institution"and "module"as the core of the research, analyzing it from the point of vertical and horizontal. Vertically, the paper demonstrates the qualified bilingual teacher is a key factor to promote the institutionalization of the bilingual education in America through reviewing its courses; Horizontally, the paper expounds the characteristic of the training module for bilingual teacher of America and chooses New York as the research target, analyzing its three kinds of relatively successful training module .Eventually it draws the lessons critically in the light of the above analysis integrating the problems existing in our Chinese training of bilingual teacher.The dissertation falls into three parts:The first part probes into the developmental process of the bilingual education in America to explore its courses of the institutionalization and points out the training of bilingual teacher is the critical in the course of its institutionalization.The second part approaches the characteristic of the training module for bilingual teacher of America from four aspects: the training target, the training goal, the training methods and the training evaluation. And it selects New York as an example and gives a detailed description to the operation sequence of the three types of innovative training module: the peer-coaching-peers, the exploration through the cooperation of multi-district, the acquisition of the language from culture, from the basic element ofthe training module: the training goal, the training viewpoint, the training content and the training means.The third part elaborates how to draw on the experiences of the institutionalization of the training for bilingual teacher of America from two angles: the institution and the training module, combining the issues presented in our China, which mainly focuses on: the establishment of the law, the fulfillment of the fund, the authentication of the certification; the advantages and disadvantages of the three effective training module as well as their problems when implemented in our China.From the process of the institutionalization of the training for bilingual teacher of America, it requires energetic support from the government/the school along with the figures concerned. Currently, the shortage of the qualified bilingual teacher in our China imposes great restrictions on the development of bilingual education, therefore, it is essential for us to learn from America to improve the efficiency of the training so as to promote the quality of the bilingual education.