The Survey On Problems And Demands Of Bilingual Instruction In Normal University Based On CLIL

In recent years,bilingual instruction has been increasingly emphasized in China and the requirement for the qualities of bilingual teachers has become higher and higher.In addition,college students also need bilingual instruction for the purpose of improving competition in job market or going abroad.In China,normal colleges and universities are important institutions for cultivating bilingual teachers and learners.Hence,it is high time to improve bilingual instruction in the normal colleges and universities to train more qualified bilingual teachers and talents.Content and language integrated learning(CLIL)is a popular concept and method in the field of bilingual instruction in Europe.Years of practices in foreign countries show that CLIL has its distinct advantages in bilingual education.This paper attempts to study the bilingual instruction in normal colleges and universities and put forward some suggestions based on CLIL.The research questions are as follows.1.What are the problems of bilingual instruction in normal colleges and universities? What are the needs of teachers and students in bilingual instruction?2.What measures can be taken to solve the problems and to meet the needs of teachers and students in bilingual instruction based on content and language integrated learning(CLIL)?According to the actual situation,the author chose a Chinese normal university to launch an investigation.In the investigation,the author used questionnaire method,interviewing method and classroom observation.As the instruments of this study,questionnaires,interview outline were applied.According to the analysis of the results,some findings are as following.There are some problems and needs among teachers and students during the process of bilingual instruction.From the aspect of teachers,some teaching methods are relatively simple and there are obstacles in language application.The time of output activities is limited,the designation and organization of activities lack of flexibility.Teachers hope to get the support of professional training.As for students,they are deficient in bilingual thinking.Some students are poor in basic English skills.They hope teachers can increase teaching methods and the form of output activities in class and develop a more active bilingual atmosphere.In the case of the problems and needs,the author puts forward some corresponding suggestions from the aspects of teaching,teachers,students and school.In terms of teaching,firstly,4Cs framework of CLIL can be taken to make bilingual instruction more flexible.Secondly,Bilingual teachers can enhance interaction and promote output activities to cultivate students’ language output ability.In terms of teachers,firstly,CLIL teacher training mode can be adopted to train bilingual teachers.Furthermore,teacher cooperation groups between bilingual schools and other schools can be also established.In terms of students,reflective journal can be taken by students to reflect the problems in English learning.In terms of school,prerequisites of students’ English skills should also be taken into account.At the beginning of bilingual instruction,schools should set curriculum scientifically and rationally.Only with the efforts of school,teachers and students,can bilingual instruction in normal universities be continuously improved.