It refers to partial English immersion for children all day long every other day, that is, teachers in teaching activities in other areas except the language field teach in English, and all routine as

It refers to partial English immersion for children all day long every other day, that is, teachers in teaching activities in other areas except the language field teach in English, and all routine aspects of the day are basically organized in English, communicating with children in English, so that children can be immersed in an English environment. among. On the other day, all educational activities will be conducted entirely in Chinese, so that the two days alternate and go back and forth. After understanding the partial immersion bilingual teaching model, we can easily introduce the full immersion bilingual teaching model: that is, in the above three different times of immersion teaching, teachers use English to carry out all aspects of children's daily life. How to choose a bilingual kindergarten? 1 Qualified foreign language teachers do not just speak foreign languages. Bilingual kindergartens must be equipped with qualified foreign language teachers. This is the key to carrying out bilingual education in kindergartens. Foreign language teachers must be qualified kindergarten teachers. Foreign language teachers need to understand the physical and mental development characteristics of children, be able to organize children's daily life, games and other activities, and reasonably meet the needs of children. This is a requirement for foreign language teachers in terms of professional qualities in early childhood education. At the same time, foreign language teachers’ foreign language pronunciation must be accurate, proficient, fluent, and consistent with the cultural characteristics of the foreign language country. In addition to having a relatively solid knowledge of foreign languages, kindergarten foreign language teachers must also be able to use foreign languages ??more naturally and fluently to organize various activities for children. The foreign languages ??used should be life-oriented and child-friendly, rather than rigid textbook-style foreign languages. . Teachers must also be able to skillfully use non-verbal means to help children better understand foreign languages. 2. Create a bilingual environment. Bilingual kindergartens should create a bilingual environment for young children. The core of bilingual education is to use two languages ??to create two natural or simulated language environments for children. Therefore, in addition to creating a natural mother-tongue communication environment for children, kindergartens that carry out bilingual education also need to create for children within a certain period of time. A foreign language environment. In this environment, teachers themselves should try to use foreign languages ??as much as possible, and encourage but not force children to use foreign languages ??to communicate.

3 Combination of activities organized in mother tongue and foreign language Kindergarten bilingual education curriculum should include activities organized in mother tongue and activities organized in foreign language. These two types of activities should have a clear division of labor and cooperate with each other. In actual educational activities, kindergartens usually have one teacher in each class who organizes activities in a foreign language for part of the day, and another teacher who uses the mother tongue all the time at other times. This will not only ensure that children are exposed to foreign languages ??for a certain amount of time every day, but also leave room for choosing appropriate activity content, because not all activity content is suitable for organizing in foreign languages. 4. Achieving foreign language learning goals In bilingual kindergartens, foreign language learning is a goal pursued and accompanied by achievement. In addition to promoting the all-round development of children, activities organized in foreign languages ??should also be able to achieve the goal of foreign language learning. These goals are not mainly manifested in children's mastery of language forms (such as words, sentence patterns, etc.), but in gaining interest in foreign language learning, sensitivity to foreign languages, and experience related to foreign language cultures. Although these goals are intentionally pursued by teachers, they are obtained naturally and unintentionally by children. 5. The actual situation of the child. Finally, whether parents need to send their children to bilingual kindergarten, they should first consider the actual situation of their own children. If children can often come into contact with people who speak foreign languages, and can often see or hear foreign languages ????in books, toys, clothing, TV programs, and daily life scenes, children will have potential motivation and desire to learn foreign languages, and learning and understanding foreign languages ??will be easy. It will become a natural requirement for children's life, play and learning. If there is a lack of sufficient environmental support, it will be difficult for children to truly develop an interest in foreign language learning, and it will be difficult for bilingual education to achieve the expected results. Therefore, if your child needs to learn a foreign language and the bilingual kindergarten you choose is equipped with qualified foreign language teachers, takes into account the reasonable allocation of two languages ??when designing and organizing the curriculum, and can propose bilingual education goals that are suitable for the development characteristics of young children, then Parents can send their children to such bilingual kindergartens without hesitation, so that their children can develop more comprehensively under the immersion of two languages.