爱华网The mother tongue and English teaching, bilingual teaching may not bring benefit, but two. Professor Bao Tianren, President of the China Association of International English teachers
Bilingual teaching problems, Secretary of the national education experimental center of Foreign Language Education Research Center, the International Association of teachers of English China branch president, Dean of Tonghua Normal University, Professor Bao Tianren interview with this reporter, on the proliferation of bilingual teaching expressed concern, and that it is time to give the bilingual teaching of "pour cold water", the newspaper published Bao Tianren the view of professor.
The origin and interpretation of Bilingual Teaching
Bao Tianren pointed out that bilingual teaching is 1960s of some North American immigration countries or multicultural countries in order to make immigrants or refugees faster into the local community (to solve the language barriers on employment, education) taken in two languages as the media to the classroom. In Chinese, originally refers to the bilingual teaching in schools of minority regions in order to make the minority students can learn Chinese mainstream language, and retain their ethnic language, in recent years, in order to learn English for the purpose of bilingual teaching is paid more attention to English learning in the country, but not a good way to produce the case the main city in the coastal and inland some big city, is the bilingual teaching in English and Chinese based, its purpose is to let the students through the contact way of the language to improve English level. But the scale is not large, mainly in primary schools, some places some experience, but most of them died halfway. Generally speaking, this kind of bilingual teaching is still in the primary stage in our country.
Bilingual teaching is a method of language learning, refers to the use of mother tongue in the school or second language teaching, the main purpose is to learn and master the main language in foreign countries, bilingual teaching is language, and other mainstream English learning in Chinese, bilingual teaching is teaching Chinese as a foreign language of ethnic minorities or foreigners to learn Chinese for the purpose of acceptance in the China. It is absurd to carry out bilingual teaching for the purpose of learning english. Congenitally deficient Bilingual Teaching
Bao Tianren cites several reasons of bilingual teaching is not suitable for Chinese conditions: 1 Chinese is non immigration country, from the type of English language teaching, English teaching, Chinese is teaching English as a foreign language (TEFL), is not suitable for bilingual teaching, Chinese social mainstream language is Chinese, bilingual teaching in English for the main purpose that is against the teaching rules of language education; 2 the lack of theoretical support, the basic concept of bilingual teaching in many places are still not clear; 3 many schools lack of effective measures, such as teaching syllabus, teaching standard, effective and specific claorganization forms are not; 4 English Chinese two languages differ greatly; 5 from the point of view of language learning, lack of social and family language environment, the negative transfer of Chinese learning English too much, too little positive transfer; 6 teachers in Bilingual Teaching A serious shortage of bilingual teachers is very high, not only to master the language, but also understand the knowledge of other disciplines; 7 language teaching and bilingual teaching cohesion, just the lack of this, teaching in different stages of different grades and not; 8 bilingual textbooks lack, lack of the bilingual teaching in the classroom based 9 hours; a serious shortage of bilingual teaching requirements teaching especially in the beginning stage to speak more slowly, the lack of class, will affect the students learning and mastery of subject knowledge system
Bilingual teaching may not bring benefit, but the two disadvantages of Bao Tianren think, from the current point of view, Chinese teaching is more important than english. If the children of their native language as a second language used in schools, English as a mainstream language, more harm than good, prone to learn good English speakers, are not a good situation, not two, but two.
To solve the problem of the quality and efficiency of English teaching is to take to strengthen the English teaching approach in foreign language teaching, the proper control of the use of mother tongue and the effective use of the advantage of the mother tongue, but this does not mean to implement bilingual teaching. Bilingual teaching will make other disciplines become time-consuming and laborious, language should serve the whole teaching system, and other subjects into language teaching, the lois too large.
Bao Tianren believes that to solve the problem of English Teaching in China, which is not suitable for China's national conditions, teaching and learning, is doomed to have no way out. Now some places, a talk about how to learn English well, is to engage in bilingual teaching, is to talk about how many bilingual schools, please how many foreign teachers. Foreign teachers do not understand Chinese, only know English, how to engage in bilingual teaching? This is a common sense problem. Bilingual teaching can engage in the experiment, the experiment is not experience, not a large area to promote, but can not follow suit, only for a small number of people interested in.
对母语和英语教学来讲，双语教学带来的可能不是两利，而是两弊。国际英语教师协会中国分会会长包天仁教授——
就双语教学问题，国家基础教育实验中心外语教育研究中心秘书长、国际英语教师协会中国分会会长、通化师范学院院长包天仁教授接受本报记者专访，对双语教学的泛滥表示担忧，并认为，到了该给双语教学“泼盆冷水”的时候了，本报摘要发表包天仁教授的观点。
双语教学的来历和诠释
包天仁指出，双语教学是20世纪60年代北美一些移民国家或多元文化国家为了使外来移民或难民更快融入当地社会(解决就业、教育上的语言障碍问题)而采取的用两种语言作为课堂媒介的办法。在中国，双语教学原本指少数民族地区学校为了使少数民族学生既能学好我国的主流语言汉语，又保留其少数民族语言，近年来，以学习英语为目的的双语教学的出现是在各地比较重视英语学习，但又没有很好办法的情况下产生的，主要在沿海城市和内地一些大城市，是以英语和汉语为主的双语教学，其目的是想通过让学生多接触语言的方式提高英语学习水平。但规模不是很大，主要以小学为主，有的地方有些体验，但是大部分中途夭折。总体来看，这种“双语教学”在我国还处于初级的试验阶段。
双语教学是一种语言学习的方法，是指在校内同时使用母语或第二语言进行教学，主要目的是学习和掌握主流语言，在国外，双语教学指的是学习英语和其他主流语言，在中国，双语教学指的是以学习汉语为目的的少数民族或外国人在中国所接受的对外汉语教学。进行以学习英语为目的的双语教学是走极端，很荒唐。 双语教学的先天不足
包天仁列举了双语教学不适合中国国情的几大原因：1.中国是非移民国家，从英语语言教学的类型上来说，中国的英语教学是英语外语教学(TEFL)，不适合进行双语教学，中国社会的主流语言是汉语，进行以英语为主要目的的双语教学，违背语言教育教学规律;2.缺少理论的支持，目前不少地方对双语教学的基本概念都还未搞清楚;3.许多学校缺乏得力的措施，如教学大纲、授课标准、有效而具体的班级组织形式等都没有;4.英汉两个语系相差很大;5.从语言学习的角度而言，缺乏社会和家庭的语言环境，中国人学习英语的负迁移太多，正迁移太少;6.双语教学师资严重不足，双语教学要求师资水平很高，不仅要掌握语言，还要懂得其它学科的知识;7.语言教学要讲究衔接性，而双语教学正好缺乏这一点，不同年级、不同阶段的教学衔接不上;8.双语教材匮乏，使双语教学缺乏进入课堂的基础;9.课时严重不足，双语教学要求教学特别是在刚开始阶段要讲得比较慢，课时不足，会影响学生学习效果和对学科知识的系统掌握
双语教学带来的可能不是两利，而是两弊 包天仁认为，从目前来看，汉语教学比英语更重要。如果让孩子们把母语作为在学校使用的第二种语言，把英语作为校园主流语言，弊大于利，容易出现母语学不好，英语也学不好的局面，不是两利，而是两弊。
解决英语教学的质量和效率问题还是要走加强英语教学的路子，在外语教学的过程中，适当控制母语的使用又要有效地利用母语优势，但是这并不意味着要实行双语教学。双语教学使其他学科会变得费时费力，语言应当为整个教学体系服务，把其他学科变成语言教学，损失太大。
包天仁认为，用不适合中国国情、教情、学情的双语教学来解决中国的英语教学问题，是注定没有出路的。现在有的地方，一谈如何学好英语，就是搞双语教学，就是谈办多少双语学校，请多少外教。外教不懂汉语，只懂英语，怎么能搞双语教学呢?这是一个常识问题。双语教学可以搞实验，实验不是经验，不能大面积推广，更不能跟风，只能针对少数有兴趣的人。
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