双语教学论

Chapter One Basic Theories 　1.1 Theories of first language acquisition and learning 　　1.1.1 Language acquisition and language learning 　　1.1.2 Theories of first language acquisition. 　　1.1.3 Language acquisition view of cognitive linguistics 　　1.1.4 Language development. 　　1.1.5 The critical period hypothesis 　1.2 Theories of second language learning and acquisition. 　　1.2.1 Critical period of second language learning and acquisition 　　1.2.2 Theories of second language acquisition 　　1.2.3 Practical pedagogical implications of SLA research 　　1.2.4 Individual learner differences and second language acquisition 　　1.2.5 Interlanguage 　1.3 Theories of bilingual learning and acquisition 　　1.3.1 Appellation

Chapter One Basic Theories 　1.1 Theories of first language acquisition and learning 　　1.1.1 Language acquisition and language learning 　　1.1.2 Theories of first language acquisition. 　　1.1.3 Language acquisition view of cognitive linguistics 　　1.1.4 Language development. 　　1.1.5 The critical period hypothesis 　1.2 Theories of second language learning and acquisition. 　　1.2.1 Critical period of second language learning and acquisition 　　1.2.2 Theories of second language acquisition 　　1.2.3 Practical pedagogical implications of SLA research 　　1.2.4 Individual learner differences and second language acquisition 　　1.2.5 Interlanguage 　1.3 Theories of bilingual learning and acquisition 　　1.3.1 Appellation 　　1.3.2 Definitions 　　1.3.3 Types of bilingual teaching models 　　1.3.4 Bilingual education examples across the world 　　1.3.5 Chinese-English bilingual teaching in China 　　1.3.6 The critical period hypothesis of bilingual teaching Chapter Two Teaching Methodology. 　2.1 Main ideas about English teaching methodology 　　2.1.1 Language and language teaching 　　2.1.2 The New National English Curriculum 　　2.1.3 Current English teaching methodology 　　2.1.4 Lesson planning 　　2.1.5 Classroom management 　　2.1.6 Assessment in language teaching 　　2.1.7 Classroom English 　2.2 Main ideas about subject methodology 　　2.2.1 Main ideas about math teaching methodology 　　2.2.2 Main ideas about science teaching methodology 　　2.2.3 Main ideas about music teaching methodology 　2.3 Main ideas about bilingual teaching methodology 　　2.3.1 Teaching goals 　　2.3.2 Teaching models and strategies 　　2.3.3 Code-switching 　　2.3.4 Bilingual teaching methodology in some subjects 　Reference books Chapter Three Grammatical Points for Bilingual Teaching 　3.1 Verb and tense 　　3.1.1 Main verbs 　　3.1.2 Auxiliaries 　　3.1.3 Tenses 　3.2 Subject-Verb concord 　　3.2.1 Brief introduction about concord 　　3.2.2 The common rule of agreement 　3.3 Participle 　3.4 Commonly used sentence pattems 　　3.4.1 Existential sentence pattern 　　3.4.2 It-patterns 　　3.4.3 Conditional sentences 　3.5 Simple sentence 　　3.5.1 Positive and negative statements 　　3.5.2 Questions 　　3.5.3 Commands 　　3.5.4 Exclamations 　3.6 Clause 　　3.6.1 Clause element 　　3.6.2 Basic clause types 　3.7 Degree and construction 　　3.7.1 Degree of adjectives and adverbs 　　3.7.2 Typical comparative structures 　3.8 Direct and indirect speech 　3.9 Infinitive 　3.10 Passive voice 　3.11 Some issues 　Reference books Chapter Four Resources for Bilingual Classroom Teaching Chapter Five Teacher Development Glossary and Index

本书共5章，除第4章外，其余各章部以英汉两种语言陈述，英语为丰，汉语为辅，英语部分臼成体系，汉语部分是前者的要点呈现。　　Chapter 1 Basic Theories语言学基本理论本章所涉及的主要是语言学关于语言教学和语言学习的基本理论，从第一语言习得和学习，到第二语言学习和习得，再到双语的学习和习得。在这一部分，我们明确地提出：对双语的学习和习得也存在“关键期”的假说，这一假说是双语教学应从基础教育阶段开始实施的观点的重要理论支撑。　　Chapter 2 Teaching Methodology教学法本章首先讨论了英语教学法和学科(如数学、科学、音乐等)教学法，在此基础上提出双语教学法这一概念。我们认为：英语教学法和学科教学法是双语教学法的基础，双语教学法足前两者的融合、拓展和深化，是双语教师应达到的较高境界、应具备的特殊能力。本章只涉及了小学阶段数学、科学和音乐三个学科。　　Chapter 3 Grammar语法要点语法是双语教师的基本功，但本章不是对语法知识的全面陈述，而只是为双语课堂教学所需而浓缩的一些要点，主要供非英语专业的双语教师参考、查阅。同时，也简议了一些热点问题，特别是在双语教学中的热点问题，如双语数学加法运算教学中主谓一致等。　　Chapter 4 Resources教学资源本章资源包括4.1学科术语、表达法和4．2教案分析两部分。第一部分根据数学、科学和音乐三门学科中小学，特别是小学阶段中文课本的主要内容研编而成，为双语教师在备课、上课、教研时查阅、应用提供参考：第二部分教案分析，是对网上随机选定的教案样本进行的分析。但我们的分析十分肤浅，且可能失之偏颇，仅供参考。　　Chapter 5 Teacher Development教师发展有其自身的内涵、作用、途径等。本章主要从双语教学的角度，谈双语教师职前职后的专业发展。