curriculum—embedded assessment of bilingual teaching process in private universities

1、<p>　　Curriculum—embedded Assessment of Bilingual Teaching Process in Private Universities</p><p>　　Abstract. A number of recent research reports tell that students receiving bilingual education in univ

2、ersities are not as superior in both English proficiency and expertise as what educators have expected. Researches take different views about reasons for the unsatisfactory result， what many researches， however， agree up

3、on is， that teaching process of teachers gets vital influence on students’ results. In my research I focus on the comprehensive view and procedures of teaching and make a close r</p><p>　　Key words： bilingua

4、l teaching， teaching process， communication， factors </p><p>　　1 Introduction </p><p>　　Bilingual education in private university is often the attraction to recruit new students， thus much atten

5、tion is paid to effective teaching of bilingual teachers or students’ effective learning in a classroom. Effective teaching is based on principles of learning which is hardly separated into a definite and coherent number

6、 of steps. Sometimes， learning occurs almost instantaneously， and other times it is acquired only through long， patient study and diligent practice. The teaching process， on </p><p>　　Bilingual education is

7、a relatively recent area of research in China and in private universities. Research within this area was previously conducted by pedagogues who often used the bilingual education for cases studies at pubic primary school

8、 or universities. Until now， relatively little research has been carried out in private universities concerning bilingual education， let alone teaching process and its assessment， which makes this study impressing and cr

9、itical. 　　2 Teaching Process </p><p>　　A common idea in teacher training has been that that a person who masters on the one hand subject knowledge and on the other pedagogy， should automatically be a good t

10、eacher of this subject. Ball and Bass （2000） have objections to that common， but according to them， erroneous view. The integration of knowledge and teaching proficiency required to teach is simple and happens in course

11、of the experience， which in fact， however， it does not happen easily， and often not happens at all. Thus studying</p><p>　　2.1 Planning and Preparation </p><p>　　For each lesson or instructional

12、 period， the instructor must prepare a lesson plan. Traditionally， this plan includes a selecting instructional goals or objectives， designing coherent instruction， and preparation facilities to be used during the lesson

13、 as well as the means to be used for review and evaluation. Objectives are needed to bring the unit of instruction into focus. The instructor can organize the overall instructional plan by writing down the objectives and

14、 making certain that they fl</p><p>　　2.2 Instruction or Communication and Application </p><p>　　The nature of the subject matter and the objective in teaching it normally determine the method o

15、f instruction. Instruction is the process that instructor uses method chosen to make students known to a great extent what textbook reads. Traditionally， the method is limited to the lecture method， the demonstration-per

16、formance method， and the guided discussion. The lecture method is suitable for presenting new material， for summarizing ideas， and for showing relationships between theory and practic</p><p>　　Before the end

17、 of the class， the instructor should review what has been covered during the lesson and require the students to demonstrate how well the lesson objectives have been met. Evaluation is an integral part of each classroom.

18、More likely， the evaluation will be formal and results recorded to certify the student's progress in the course as well as communication with students. Any advances and deficiencies should be noted at the conclusion

19、of the lesson. Failure to make students aware of t</p><p><b>　　3 Method </b></p><p>　　The four steps constitute a comprehensive and consecutive procedure of teaching process， in whic

20、h novice and veteran teachers involve different time and diligence for each step. Similarly， bilingual teachers need contribute more to each class. As mentioned above， this study will take a praxis orientated research ap

21、proach as the focus， namely to study the bilingual teachers’ instruction or performance in the curriculum-embedded classroom in private universities. So the overall aim of my work was </p><p>　　Therefore， th

22、e focus of this study relies on communication and application， while the planning and preparation and self-reflection could accomplish through interview before and after the class. Thus this research demands data as foll

23、owed： recording of the class communication or instruction， analysis of tasks textbook required and students solved during the lesson， interview of teachers for selected goals and after-class refection. For that purpose，

24、I choose junior students’ bilingual teaching at</p><p>　　College， KUST， a college with good reputation of bilingual education. In particular， courses of bilingual education here is limited to economical and

25、management subjects for the sake of understanding the classroom communication. And teachers of bilingual education are all novices with 1 to 3 years teaching experience. </p><p>　　Before each class， the teac

26、her is interviewed to introduce the goals of this class and the techniques prepared. Also， the material ready to be instructed in the textbook is examined. During the classroom teaching， recording is accompanied from the

27、 beginning to the end for memorizing how the teacher communicates with students during classroom teaching. Thereafter， the teacher is interviewed again for 　　self-evaluation for the whole class and suggestions for futur

28、e lesson and 60% students are inv</p><p>　　4 Conclusion </p><p>　　As is what they are supposed to do， bilingual teachers in my research endeavored themselves to individualize their teaching perf

29、ormance， to find encouraging and interesting ways to make students involved in teaching， and to make the instruction concrete and understandable. Nevertheless， a more elaborate analysis reveals the following main deficie

30、ncies or problems： </p><p>　　Firstly， due to lack of time， the teachers often started to explain things without too much review of the core contents instructed at last course or without listening to the stud

31、ents’ real problems. For that reason， teachers often explained other problems instead of what students puzzled， which made the beginning of a class routine and dull. </p><p>　　Secondly， the verbal language o

32、f English used by teachers showed a gradual going-down trend in a class. Most of bilingual teachers， when preparing the class， worry about students’ capability of understanding the subject matter in English， all contents

33、 were written in both English and Chinese on PPT. The fact is that most students in private universities are poor in English and lead to be scared of communicating in English. Thus teachers adjusted the language proporti

34、on with the proceeding of the</p><p>　　Thirdly， the communication between teachers and students was not as desirable as planned since students might neither understand what teachers have said nor be less con

35、fident to express themselves in English. Dilemma often occurred in the classroom accordingly， especially when teachers encouraged students to answer questions in English. </p><p>　　Fourthly， students paid to

36、o much time and attention to annotate new vocabularies or sentences， which deviated their attention from the subject matter in the classroom and resulted in vague understanding of it and poor application of theory in the

37、 textbook into practice or into case analysis what teachers have often designed for testing students. </p><p>　　Lastly， students often unconsciously rotated between subject instruction and language explanati

38、on by teachers， since these teachers are inexperienced in either teaching or bilingual teaching. 　　Thus， the result mentioned above， based on the observation of the teaching process， could best illustrate reasons for th

39、e existing complains of bilingual teaching. Although teachers try every possibility to prepare， instruct and reflect each lesson， students in most cases study hard， the outcome is not a</p><p>　　5 Discussion

40、 </p><p>　　A question in this research therefore has to be put forward is： why in spite teachers input much to bilingual teaching， its quality in private universities remains far from what we have expected？

41、Thus the aim of this research has to refer to another puzzle： what are the crucial factors in the bilingual teaching process， especially in communication in the classroom？ </p><p>　　All teachers in this stud

42、y are equipped with good subject knowledge and excellent English language proficiency， so they are supposed to be good at teaching and bilingual teaching， which is， however， not always the case. So the problem is teachin

43、g is a complicated activity， a question of integrating different types of theoretical and practical knowledge in stressful conditions where the discipline has to be maintained. This could attribute to lack of teachers’ t

44、raining program and bilingual educa</p><p>　　Another factor which can explain the bilingual teachers’ problem is how they conceive of their profession of teaching. From the interpretation of rounds of two in

45、terviews of bilingual teachers for each class， they regard the teaching as functional. However， what I mainly observed was the working methods and working manners that the teachers had chosen and the social interaction b

46、etween the teachers and the students， rather than the logical way of conducting the classroom communication. They turn</p><p>　　We thus could draw a conclusion that not all students should take bilingual cla

47、sses and not all students could benefit from bilingual education. Similarly， good English language proficiency of teachers could a prerequisite of bilingual teaching but not a guarantee of its success. In particular， bil

48、ingual teaching and the assessment of its teaching process in private universities should take the above factors into concern， the existing restrictions that could not be loosened or solved by sole tea</p><p&g

49、t;　　6 Acknowledgment </p><p>　　Bilingual Teaching Process Evaluation in Private Universities， Research Fund of Teaching Reform， Oxbridge College， Kunming University of Science and Technology. </p><

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