我国义务教育阶段英语浸入式教学之探索——基于CCUEI项目的研究

语言浸入式教学是国际上流行的第二语言/外语教学模式。本文以CCUEI项目研究为例,阐述了英语浸入式教学在我国的发展历程。论述了英语浸入式教学原理,旨在通过自然习得、用英语教授非语言学科来拓展外语学习的途径。探讨了英语浸入式教学对教师专业提升的阶梯：对英语零起点儿童进行全程英语教学;在全英语教学环境中培养学生的语音意识;用目标语(英语)教授学科课程;用目标语教授综合课程。反映了英语浸入式教学的基本特征,体现了“内容、学科、目标语教学”在外语教学中的重要价值及可行性,彰显了与新一轮课程改革理念相吻合的方面,对我国中小学外语教学改革具有启发意义。     

儿童英语浸入式教学模式的隐性课程角度解说

传统学科式英语教学的弊端是知识和语言的学习分离，教学模式与学生身心特点脱节，学科教学式英语与学生发展的整体性相背离；隐性课程的开发是意义重大的挑战性问题。浸入式教学模式中的隐性课程具有弥散性和普遍性、持久性等潜在特点，在浸入式英语教学的进一步开发过程中要增强课程开发者与实施者的反省意识。要基于对儿童充分的理解，提升对该课程模式的理解。     

儿童英语浸入式教学模式的隐性课程角度解说

传统学科式英语教学的弊端是知识和语言的学习分离,教学模式与学生身心特点脱节,学科教学式英语与学生发展的整体性相背离;隐性课程的开发是意义重大的挑战性问题。浸入式教学模式中的隐性课程具有弥散性和普遍性、持久性等潜在特点,在浸入式英语教学的进一步开发过程中要增强课程开发者与实施者的反省意识。要基于对儿童充分的理解,提升对该课程模式的理解。     

儿童英语浸入式教学模式的隐性课程角度解说

传统学科式英语教学的弊端是知识和语言的学习分离,教学模式与学生身心特点脱节,学科教学式英语与学生发展的整体性相背离;隐性课程的开发是意义重大的挑战性问题.浸入式教学模式中的隐性课程具有弥散性和普遍性、持久性等潜在特点,在浸入式英语教学的进一步开发过程中要增强课程开发者与实施者的反省意识.要基于对儿童充分的理解,提升对该课程模式的理解.     

抓住听说环节 突破“哑巴”英语的瓶颈

英语浸入式（immersion）教学借助母语的习得方式,把英语作为第二母语对儿童进行半日浸入式全英教学。英语浸入式教学不仅把英语作为学习语言的内容,并且使之成为幼儿进行学习、交流的工具。它结合国外先进的多元智能教育理念,使幼儿活动的范畴延伸向健康、语言、科学、艺术和社会等各个领域,已发展成为本土化的一种特色教学方式。它注重为幼儿创设丰富的英语环境,强调在英语学习中把幼儿“浸泡”在英语环境中。我接触并进行了近一年的英语浸入式教学,感觉到浸入式整合课程是目前我接触到的幼儿学习英语的最佳方法。     

加拿大：“细节浸入”教育 教会孩子负责任地生活

谈到加拿大语言教育，经常会听到“法语浸入式教学”这个词。所谓“浸入”，就是让儿童在一种不用英语作中介的纯法语环境中，耳濡目染、潜移默化地掌握法语。其实，在加拿大，“浸入式教学”不只应用于儿童法语的学习，还应用于向他们灌输自立、平等、合作、创新等观念，让他们“学会生存”，慢慢“成人”的过程。[第一段]     

大学"英语浸入式教学"探析

外语浸入式教学是指用学习者非母语的语言作为直接教学用语的一种教学模式.发端于加拿大,现已推广到世界许多国家,并取得了明显的成效.浸入式教学使用的第二语言通常叫做目标外语.作为课堂教学的媒介语言,目标外语是在相关学科内容的教学过程中使用的外语,使之有别于其它的语言教育模式.在我国,外语浸入式教学通常是指英语浸入式教学,是用英语作为语言媒介对以汉语为母语的学生进行教学,学生主要通过教学内容而不是通过专门的第二语言课程(英语)教学来学习的一种新的教学模式.时下我国各大学指称的"双语教学"实质上就是一种外语浸入式教学模式.在此模式中,英语是"双语教学"中使用的目标外语,因而叫英语浸入式教学.     

浅谈英语浸入式下幼儿语言的发展

英语浸入式教学是源于加拿大的外语学习创新教学模式,经过多年实践证明具有相当的语言习得成效。研究英语浸入式下幼儿语言发展的目的在于了解这一教育形式对幼儿外语学习的益处,找到适合中国幼儿外语学习的途径。本文介绍了浸入式英语教学与传统教学的差异,分析了英语浸入式下幼儿语言学习的优势,提出浸入式模式下幼儿英语教学方式分别有生活中的浸入式和游戏中的浸入式。     

“缄默知识”对学前浸入式英语教学的启示

缄默知识对幼儿在浸入式英语教学活动中有效学习、自主学习具有决定和支撑作用.充分挖掘缄默知识的内涵,对推动浸入式教学中的幼儿英语从“听”到“说”的飞跃有重要的意义.本文从直接经验、有效输入、师幼主体性对话三个方面分析如何激活幼儿英语习得过程中的缄默知识体系,旨在探讨学前浸入式英语教学的有效途径.     

英语浸入式教学的认知原理与浸入式教学的实践

英语浸入式教学是一种中国儿童学习英语的崭新教学模式。它符合和顺应人类学习语言的认知规律，是行之有效、值得推广的教学模式。实施英语浸入式教学应遵循一定的教学原则。浸入式教学是符合中国国情的英语教学新路子，它有利于培养出适合21世纪社会发展需要的双语人才。     

浸入式教学法在高级英语教学中的应用研究

浸入式教学法将学生浸泡在目的语环境中,目的语不仅是学习的工具,也是学习的目的。基于浸入式教学法的高级英语课堂为学生提供一个全英语的语言环境,同时浸入原则应和交互原则相结合,在课堂上以学生为中心,充分激发学生的学习积极性,从而达到提高学生英语综合能力的目的。     

美国沉浸式教学及其对中国双语教学的启示

沉浸式是指用第二语言作为教学语言进行学科教学的一种双语教学模式。沉浸式教学始于加拿大,在美国取得了很大发展。近年来,中国各地纷纷掀起双语教学热潮。然而,我国的双语教学还刚起步,在师资、教材和教学方法等方面还存在不足。借鉴美国沉浸式教学方法,我国双语教学可以通过创设语言环境、制定教学常规、设计详尽的教学计划等措施,切实提高教学质量。     

Current Situation of Preschool Immersion Programs in China

English Immersion programs in China have become a popular choice among parents for their children since the introduction of the Canadian model to the Chinese school system in 1997.English Immersion programs in China differ from traditional English instruction because in such programs content-based language programs are designed to immerse Chinese students in English and promote their communicative skills.From the perspective of Education and Applied Linguistics,this essay tries to study the idea and practice of English Immersion programs in China on preschool children in the perspective of the conception,theoretical foundation,foreseeable problems,etc.,in order to make a thorough inquiry of their feasibility.     

论英文电影在艺术类中职英语教学中的应用

"浸入式"教学法从引入国内以来,在我国英语教学中得到了广泛的应用。与此同时,英文电影的欣赏对学生了解英语国家语言及文化,感受英语语言环境起到了推动作用,亦成为"浸入式"英语教学法运用的新途径。该文从英文电影学习在艺术类中职学校中应用的必要性和具体应用两个方面进行了阐述。     

幼儿英语浸入式教学的主要问题及实施策略

在我国,幼儿英语浸入式教学强调为幼儿创设全英语的语言学习环境,让幼儿＂浸泡＂在英语环境中,自然习得英语。然而我国幼儿园英语教学仍面临合格英语师资匮乏、幼儿英语语言环境较少等问题,本文通过探究幼儿英语浸入式教学出现的问题,提出了如何更好的实施这种教学模式的一些策略,以便帮助幼儿更好地习得英语。     

Quality input and sustainability in early immersion classrooms: A case study of an experimental school in Macao

This paper looks into the case of a school in Macao nominated as the first (and so far the only) China-Canada-United States English Immersion (CCUEI) centre in the Macao Special Administrative Region (Macao SAR) China for the experimentation and application of English immersion instruction (EI) in the K1-3 and Primary 1–2 classes. Drawing on Krashen’s Input Hypothesis (1982) and Cummins’ (2000) framework of instruction for language learning and academic achievement in the formal school context, the authors report their observations by analyzing the data collected from school teachers and participation in classes and by reflecting on their experiences, and suggest improvement that can be made to teachers’ linguistic and communicative competence, in terms of quantity and quality of comprehensible input and expected output, and thus the sustainability of English immersion classrooms in a Chinese context.     

我国幼儿园英语浸入式教学研究报告

本文介绍了自1997年在我国开展的幼儿英语浸入式教学研究项目、幼儿园英语浸入式实施方案、幼儿园英语浸入式整合课程及幼儿园英语浸入式教学的初步效果.     

Linguistic awareness skills in grade one children in a French immersion setting

This study examined the ability of children in French immersion and English programs to analyze the internal structure of spoken words in relation to their early reading and spelling abilities in English. Thirty-two children in the first grade were given a modified version of the Auditory Analysis Test, and reading and spelling tasks that included both real words and non-words. Results indicated that French immersion children were more proficient than their English program peers at explicitly analyzing spoken words and that the groups did not differ when reading and spelling orthographically regular real words and non-words. The English program children performed better than their French program peers only when reading orthographically irregular English words. These results demonstrate that second language learning enhances metalinguistic awareness and help to explain why children in immersion programs do not experience long-term difficulty in acquiring English written language skills.     

高校“浸润式”英汉双语教学模式探究

"浸润式"英汉双语教学是指在"以人为本"的教育思想指导下,教育者努力创设互动性、参与式的教学氛围,让学生"浸泡"在英汉双语环境里,潜移默化地提高学生英语应用能力的一种教学模式。通过双语教学资源的网络化、双语师资专业的复合化、双语教学方式的互动化以及双语课程建设的系列化等途径,使高校"浸润式"英汉双语教学模式能够得到顺利实施和构建。     

Accessing Imagined Communities Through Multilingualism and Immersion Education

In this article I apply constructs of language as economic and symbolic capital, transnationalism, investment, and imagined community to an analysis of interviews with immigrant parents living in Vancouver, Canada. These parents promote multilingualism by maintaining their family language and enrolling their children in French Immersion programmes. I argue that they view multilingualism as capital and invest in language education as a means of securing their children's access to various imagined language communities. Referring both to a transnational perspective and a national context of official bilingualism, they imagine that French Immersion education will enable their children to participate in a Canadian French-English bilingual community while maintaining the family language will ensure affiliation with their heritage language communities in Canada and abroad. In addition, they imagine that multilingualism will equip their children with valuable language resources that help transcend national borders. This discussion highlights the overlap and distinctions of theoretical constructs and raises questions about the objectives of language education and immersion programmes in an increasingly mobile and multilingual society.