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Abstract
Nowadays, as a hot issue of the Chinese society, bilingual education is attracting more and more people's attention. The publicly recognized bilingual education first emerged in North America in the 1960s. TESOL is set up at that time. In recent years, as the landing of TESOL on China, the research is conducted among students and teachers in secondary vocational schools. Through the research, the author finds out some problems existing in the bilingual education in secondary vocational schools, puts forward possible solutions in the aspects of curriculum design, teacher resources and teaching materials respectively and hopes that certain research results of this paper can be of help to the teaching of English and some other subjects in our aspect of bilingual education in secondary vocational schools.
Key words: TESOL; Bilingual education; Secondary vocational schools
Introduction
1. The background of bilingual education in China
As we all know, English has been publicly recognized as a widely-used language since World War II. And now, the role of English as a language for international communication has expanded rapidly throughout the world, and most of the advanced and technological information is in English. English is becoming a global language precisely because of the increase in non-native use, and it is this side of English that has elevated it to the status of an international (or universal) language (Nunan , 2001).
According to Crystal (1997) , an estimation of English first language users was 337 million, while the number of people with some competence in English amounts to two billion. The year 2001 was the first year that people speaking English as a foreign (second) language outnumbered first language speakers. English is no longer the preserve of Britain, nor the United States, as both have become increasingly heterogeneous linguistically (Nunan, 2001) . Through contact with other languages and cultures, there appeared different variations of English in native and non-native contexts. These varieties have their own sociological, linguistic, and literary manifestations.
In Asia, bilingualism in English has been continuously on the rise, and the number of speakers of English in Asia has also increased dramatically. As the largest Asian country, China shares many similarities with other Asian countries in history and present reality.
Further, Bolton (2003) illustrates the functions of English in major Asian Societies. Language spread has its economic basis, and there are technological and economic advantages embodied in English. For the developing countries like China Problems and Suggested Solutions to Bilingual Education in Tertiary Institutions to catch up technologically; they will have to continue to learn English during the next 50 years. English will continue to gain more currency in Chinese-speaking areas. Moreover, whether we like it or not, the international business laws and trade regulations are mostly encoded in English. In China, with the deepening of reforms and open to the outside policy, especially after China entered the WTO, the needs for all-round talents are increasing rapidly. All these questions show that English has become an important tool to participate in national political and economic life.
2. The necessity of bilingual education in China
Nowadays, the new attitudes toward learning English have come into being in China. The professionals urgently needed today should not only grasp advanced academic knowledge, but also have the ability to communicate in a foreign language. As far as the university students are concerned, they also have begun to realize the importance of mastering English skills, because a good mastery of English, on the one hand, can help them gain access to the advanced technology firsthand; and on the other hand, it enables them to demonstrate their own unique culture and scientific achievements to the world directly. All of these developments lap the tasks for the people, and for the English education system of our country. Because the reality of our current foreign language teaching is not so satisfactory, the present English education can not meet the needs of the society. We have practiced the quality-oriented education for years, but we rarely earned any great achievements. What is the most efficient method of foreign language education, the academic or the practical one? So an effective way of improving English proficiency becomes a key issue to be studied.
As observed in many other countries, bilingual education programs are providing quite promising results in fostering second (foreign) language proficiency on the students; and at the same time, they are also in accordance with the social development. In China, bilingual education is also developing rapidly, and now it has already become as a heated topic, so that it is carried out in universities, colleges, middle schools and even kindergartens. However, as bilingual education is a new thing in China, there are many controversies about it.
3. Aims and orientation of this paper
This paper aims to investigate the current situation of bilingual education in secondary vocational schools, on the basis of analyzing TESOL, find out the existing problems, and finally propose attentive solutions to bilingual education programs in secondary vocational schools. It might be useful for the administrators, bilingual teachers, and curriculum designers for secondary vocational schools bilingual programs.
Although there are already some investigations and analysis about models of bilingual education in China, more of them are focused on the earlier-age or from much more general point of views. This paper focuses on the landing of TESOL, aims to probe into the problems by investigating into TESOL, and then proposes the solutions to the problems. This will determine the results of practicing bilingual education
Chapter One: Literature review
1.1 Definitions and histories
1.1.1 Definition and history of “TESOL”
TESOL is an acronym which stands for Teaching English to Students of Other Languages. TESOL is the teaching of English to people whose first language is not English and most often used to describe the profession of teaching English to students of other languages. TESOL Inc, however, is also the name of an organization. TESOL is used similarly to TEFL and TESL. Many people consider the three acronyms to be almost interchangeable.
Teachers of English to Speakers of Other Languages, Inc. (TESOL) is an independent professional organization established in 1966. The organization was created out of professional concern over the lack of a single, all-inclusive professional organization that might bring together teachers and administrators at all educational levels with an interest in teaching English to speakers of other languages (ESOL). The formation of the organization was a sign of TESOL’s maturity as a profession. It is worth looking back to where TESOL has been in order to understand where TESOL, both the profession and the organization, is today and where it is likely to go in the future.
The creation of the TESOL was the culmination of more than 4 years of organizational groundwork and discussions centering around three issues: (1) The need for a professional organization that would be permanently devoted to the problems of teaching English to speakers of other languages, at all levels. (2) The need for a pedagogical journal to serve the entire profession. (3) The need for a register of specialists that might be helpful to foundations, government agencies, and universities in their attempt to cope with the ever-growing need for qualified personnel in the area of ESOL.
The question of an association for teachers of English to speakers of other languages, and the related questions of a journal and a roster of TESOL specialists, had been matters of concern for some time not only to the people in universities and professional associations, but also to government agencies and foundations with interests and activities in TESOL.
"Five organizations gave birth to TESOL, each one vitally concerned with second language problems, yet no one organization exclusively concerned with them. The Center for Applied Linguistics has as its interests the entire area of applied linguistics, which includes a program in English as a second language. The Modern Language Association of America has concentrated on the teaching of English and foreign languages to native speakers and on literary scholarship. The National Association of Foreign Student Affairs has borne a good deal of the burden of all problems--not only language problems--of the foreign student. The National Council of Teachers of English encompasses all of English pedagogy almost form the cradle to the grave, of which English as a second language is a part. The Speech Association of America has had an obvious concern in thousands of classrooms and through its research with the speaker whose English is not idiomatic. The Steering Committee that planned the first TESOL conference(??????1964??Tucson???TESOL??????) in Tucson in 1964 and the second in San Diego in 1965, as well as the New York convention in 1966, was made up of the representatives of these five interested organizations." (Anderson, 1967, p. 175)
1.1.2 Definition and history of “Bilingual education”
According to Longman Dictionary of Applied Linguistics, bilingualism is defined as the use of at least two languages either by an individual or by a group of speakers, such as the inhabitants of a particular region of a nation. It is common in, say, the Province of Quebec in Canada where of Wales, where Welsh and English are both English and French are spoken, and parts spoken.
Bilingual refers to a person who knows and uses two languages. In everyday use the word bilingual usually means a person who speaks, reads, or understands two languages equally well (a balanced bilingual), but a bilingual person usually has a better knowledge of one language than of the other. For example, he/she may: (a) be able to read and write in only one language; (b) use each language in different types of situation, say, one language at home and the other at work; (c) use each language for different communicative purposes, e.g. one language for talking about school life and the other for talking about personal feelings.
Bilingual education means the use of a second or foreign language in school for the teaching of content subjects. Bilingual education programs may be of different types and usually include: (a) the use of a single school language which is not the child's home language (sometimes it is called immersion program); (b) the use of the child's home language when the child enters school but later a gradual change to the use of the school language for teaching some subjects and the home language for teaching others (sometimes it is called maintenance bilingual education; (c) the partial or total use of the child's home language when the child enters school, and a later change to the use of the school language only (sometimes it is called transitional bilingual education).
According to Jim Cummins and David Corson (Jim Cummins & David Corson, 1997), the term bilingual education usually refers to the use of two (or more) languages of instruction at some point in the student's school career. The languages are used to teach subject matter content rather than just the language itself.
Bilingual education can be traced back to Greek and Roman times and currently a large majority of countries throughout the world offer some form of bilingual education either in public or private school settings. Formal academic research has been conducted on bilingualism and bilingual education since the 1920s and a voluminous academic literature has accumulated on these topics.
In spite of the considerable foundation in practical experience and research findings that exists, bilingual education is highly controversial in a number of countries. The debate in the United States on the merits or otherwise of bilingual education has been particularly heated. Advocates have claimed that it contributes significantly to equality of educational opportunities for linguistic minority students and to the promotion of linguistically-competent society. Opponents spectre of social and cultural fragmentation as well as the perpetuation have risen the of an economic underclass as a result of bilingual programs. Of course many latest accounts of bilingual education have clearly refute these naive perspectives, however, they also illuminate the complex socio-political contexts of language contact and conflict within which bilingual programs are typically implemented. Competing inter-group interests give rise to discourses of social identity that go far beyond the educational merits of bilingualism and bilingual education. Bilingual education for minority groups is accurately seen by both advocates and opponents as at least potentially a challenge and form of resistance to dominant group hegemony which is perceived to be weakened by the "infiltration" of diverse languages into "mainstream" societal institutions as schools. Thus, bilingual education becomes a significant focus of the opposing discourses of "equality for opportunity for all" versus the xenophobic concern with "cultural and linguistic diversity as the enemy within" undermining the fabric of nationhood.
Sociopolitical controversies surrounding bilingual education make it all the more important to document as thoroughly as possible the range of bilingual programs that are in operation throughout the world, the linguistic and educational outcomes of these programs for students, the conditions for successful implementation, and not east, the broader social consequences of implementing bilingual education on a significant scale.
2.2 Characteristics of Bilingual education in TESOL
International research literature consistently identifies immersion education as one form of bilingual education. We can see why this is the case if we take the following classic definition of bilingual education, posited by Andersson and Boyer, bilingual education is instruction in two languages and the use of those two languages as medium of instruction for any part, or all, of the school curriculum(Andersson and Boyer 1970:12) .
Bilingual education involves instruction in two languages (Freeman, 1998) .This immediately excludes programmes that include bilingual students but do not involve bilingual instruction, most notably English-only submersion programmes. It also excludes programmes where a second language (L2 ????) is taught as a subject only.
For a programme to be deemed to be bilingual in TESOL, the key point is that both languages must be used as media of instruction and thus to deliver curriculum content. As Baker and Prys-Jones(1998:466) conclude: “If there is a useful demarcation????, then bilingual education may be said to start when more than one language is used to teach content(e.g. Science, Mathematics, Social Sciences, or Humanities)rather than just being taught as a subject by itself.” On this basis, immersion models in TESOL that teach predominantly through a minority language, such as French-immersion is also clearly bilingual programmes, since some curricular instruction in the majority language (English, in both cases) almost always occurs at some point prior to the end of the programme, even in those programmes with very high levels of immersion in the minority language.
An additional key point in TESOL addressed by many commentators in defining bilingual education relates to the goals and outcomes of bilingual education programme. In short, does the programme in question aim to achieve, foster and/or maintain longer-term student bilingualism and biliteracy (additive bilingualism), or does it aim eventually to shift students from bilingualism to monolingualism in the dominant language (subtractive bilingualism).
Chapter Two: Bilingual education models of TESOL
In this chapter, the paper analyzes the bilingual education models of TESOL from two aspects, including the theoretical foundation of bilingual education in TESOL and the content of the TESOL of bilingual education. According to the two parts, it is easy to know about the bilingual education models of TESOL and pave the way for the analysis in Chapter three and four.
2.1 The theoretical foundation of Bilingual education in TESOL
The Think Tank Model is the most theoretical foundation of Bilingual education in TESOL, which views the brain as a think tank. In the think tank, the competence of the two languages depends on the basic language competence in the brain though the knowledge and the skills of the first language and the second language are kept in the brain respectively. The quantity and the quality of the input and the output of the two languages both stimulate the development of the think tank.
In another word, the two languages do not become the same one but the working effects on the think tank on the two languages are the same. So w can have these conclusions: first, no matter how to use the two languages, the thinking processes of listening, speaking, reading and writing are controlled by the same think source, no matter language input or language output, the cognitive activities are operated and controlled by the same “center”; second, although the competences of the two languages are decided by the same language capacity(the think tank capacity)the exact vocabulary meanings in the different languages may be different. For example, we usually translate the word Hi in English into?(hei)in Chinese, but the meanings of the two words are not exactly the same. The word?(hei)in Chinese has less emotional coloring than that of the word Hi in English. So the bilingual can better master the minor differences between the two languages and the two cultures than the monolingual; third, the two languages stimulate the development of the think tank.But if the educators force language learners to use the second language before they master it, there may be negative effect on the operation and development of the think tank and on the master of the two languages eventually under this situation.
Generally speaking, there are three main functions of the think tank. Firstly, monitoring function: The think tank must compare the two languages so as to keep the word order, grammar, vocabulary and etc. in the tank in order and to use the grammar, vocabulary and etc. correctly and promptly. If it is necessary, the think tank may perfect or correct the word order, grammar, vocabulary and etc; Secondly, transformation function: in the communication process, the think tank can do the transformation work that is, the bilingual can choose the appropriate language according to the time, place and requirement of the communication; Thirdly, valve controlling function: the bilingual can adjust the communication language through controlling the open and shut of the valve of the first and second languages in the think tank.
The natures of the think tank model can be concluded as the following: 1)the think tank is fit for the two languages at the same time and is the common basic of the two language; 2)the development of the think tank stimulate the two languages and vice versa; 3)the whole experiences of the first and the second language can promote the development of the think tank so human beings have the capacity of mastering two or more than two languages.
2.2 The content of the TESOL training education
The content of the TESOL training education mainly includes the following modules: 1) English Language Teaching Methodology(15 credit points):This module aims at a synthesis of theory and practice; it covers principles of classroom management, communicative competence, humanistic approaches, composition of tests and examinations, lexical approaches, syllabus design and discourse analysis as well as promotion of listening comprehension, reading, speaking and writing. Practical skills are developed by Microteaching a course of lessons to peers or International students in which their teaching performance is recorded on closed circuit TV and discussed in small groups with a tutor. CPD teachers learn to develop teacher training knowledge and skills in ITT students. 2) Language, Society and the Individual (15 credit points). The module addresses itself to language acquisition and language education in the individual and society. It aims to heighten awareness of linguisticimperialism, and to inculcate cultural tolerance as far as possible, given each student's background. It covers issues of language and power between nations, individuals and societal groups; it also treats individual bilingualism and bilingual education, minority languages such as pidgins and creoles, language and gender, attitudes and motivation, neurolinguistics and multiple intelligences. 3) English Grammar (15 credit points). The primary objective of the module is to provide students with knowledge of the grammar of contemporary English and to apply that knowledge and understanding to the Teaching of English to Speakers of Other Languages. It provides a balance between theoretical knowledge of grammar and its practical application in the language classroom. Also included is a study of linguistic errors and their causes, and the analysis of commercially produced grammar teaching materials. 4) Phonetics and Pronunciation (15 credit points). The primary objective of the module is to provide students with knowledge of the grammar of contemporary English and to apply that knowledge and understanding to the Teaching of English to Speakers of Other Languages. It provides a balance between theoretical knowledge of grammar and its practical application in the language classroom. Also included is a study of linguistic errors and their causes, and the analysis of commercially produced grammar teaching materials. 5) Research Methods (30 credit points). The module is designed to equip TESOL trainees with the key research skills required to further knowledge and understanding of their own chosen professional field. With the aid of independent learning materials and group workshops, students will learn how to begin the research process. Content will include stating problems, objectives, questions and hypotheses; the use of research boundaries; collection of data; issues in historical and documentary data; questionnaire and survey data; interview data; case studies and ethnographic data; action research; presentation of research proposals. There will be an opportunity to prepare a research proposal that may be developed and implemented at Master's level. 5) Teaching Practice (30 credit points). Trainees go to teach in Gyr,Hungary, for six weeks, usually departing in mid-February and returning in early April. Gyr is a beautiful central European city located midway between Budapest and Vienna. Our students teach in state schools, and there is a choice of focus on either primary or secondary age groups. This gives an authentic opportunity to teach English to non-native speakers of the language.
The teaching practice is supervised by staff of the University who is moderated by the External Examiner who visits a sample of the students towards the end of their placement. Students will be expected to make a contribution to their accommodation costs, and to pay for their own food when abroad; the University will give some financial help. Living costs are moderate and the financial aspect of the Teaching Practice does not pose a financial problem.
Chapter Three: Present situation of bilingual education in secondary vocational schools
On the basis of the former analysis, this chapter describes the present situation of bilingual education in secondary vocational schools from two aspects: present bilingual education model and the problems on bilingual education. Details are shown as follows.
3.1 Present bilingual education model in secondary vocational schools
Bilingual teaching in China is still in its early stages and far from mature. In some secondary vocational schools, bilingual teaching takes a lot of time with a little effect; some schools lack teachers who can teach bilingual courses, some schools cannot choose appropriate teaching materials that are suitable for students to learn, they fail in the selection of content and materials, methods, strategies and forms of assessment, and the interpersonal aspect which is social and emotional, and which concerns the creation and maintenance of a positive and warm classroom atmosphere conducive to learning and some other schools carry bilingual instruction in total English teaching. Many students can hardly fully understand what the teacher says in class. However the apparent advantages of bilingual education have already gained its popularization in the most parts of China. For instance, bilingual education can improve the students' English level and provide them with a tool to explode the outside world; besides, bilingual education brings the students the frontier research of their major content of their foreign peers. In order to carry out bilingual teaching, we should take such factors into consideration as teacher's qualities, students' qualities, curriculum design, teaching materials and some other conditions. These factors are necessary elements in assessment standards of bilingual teaching.
3.2 The problems on bilingual education in secondary vocational schools
Everything has to undergo a course of perfection in the development. Likewise, many problems will exist in bilingual teaching in secondary vocational schools in the course of its development.
Some people think that bilingual teaching in secondary vocational schools extends the time of learning a foreign language infinitely, and that the so-called extension of time runs counter to the new course establishment and weakens the position of our mother tongue. But as long as we can face the problems existing in bilingual teaching in secondary vocational schools seriously, summarize experience continuously in practice and find out ways to solve these problems, I am sure that bilingual teaching in secondary vocational schools can be an effective way of learning foreign languages.
3.2.1 Problem of teachers' quality
One of the goals of bilingual teaching in secondary vocational education is to cultivate a batch of talents who can communicate in their mother tongue and foreign languages under different circumstances.
To reach this goal, teachers' quality must be high. They are not only good at their subjects and English but also are required to express subject knowledge and analyze subject vocabularies in English. At present, very few teachers can teach non-language subjects in English in primary schools and middle schools. Even if some can do, their pronunciation, vocabulary and grammar are far from satisfactory. Usually the teachers in their college; I'll days had good scores in the English course, but most of them were good at grammar but weak at practical ability. It is difficult to require them to teach subject knowledge in English and express exactly the concepts. Professional teachers of English have received professional training and mastered English skills but they lack relevant knowledge of other subjects. There remains the lack of qualified bilingual education teachers in schools, as well as the growing demand for bilingual teachers. Teachers report that they often have to develop their own subject-matter competence and effective teaching practices, and that preparing for bilingual teaching is more labor-intensive than other methods of instruction.
3.2.2 Teaching material-one of the key problems
Teaching materials for bilingual teaching in secondary vocational schools have to be updated for effective teaching, however, most bilingual teaching programs in China lack effective access to update their teaching materials from English-speaking countries. Students could hardly afford to buy textbooks and new textbooks are often not available. Moreover, few English periodicals, newspapers and academic journals are available on most Chinese secondary vocational schools. Therefore, bilingual teachers are often restrained from finding latest materials for their teaching and research, which hinders their teaching quality and their research activities. Teaching materials that suit both for teachers and students are needed to carry out bilingual teaching.
Each secondary vocational schools practicing bilingual teaching should compile or choose teaching material from advanced English-speaking countries according to their real conditions.
Teaching material the teachers compile can possibly combine the students' real conditions. It also can agree to the teaching syllabus of some subjects with students' accepting ability taking into consideration. However, it is difficult to ensure the purity of subject English. Similar problem also arises in translated textbooks.
Directly choosing and using teaching material from advanced countries not only can keep the English language pure, but also the students can absorb the advanced teaching ideas and the latest subject information from the material. This is helpful to internationalize our education, but the foreign teaching material is compiled according to the course standard and the students' actual condition of other countries. It does not gear to our country's condition and students' actual condition. Besides, the price of a foreign textbook is usually too high. Most students cannot afford it. If we print the books, it will also cause some other problems.
3.2.3 Problem of students' knowledge foundation
Bilingual teaching requires the teachers and students to have strong ability. The students must understand what the teachers say in English in class and at the same time they must grasp subject knowledge. If students cannot understand the teaching language used by teachers in class, how can they grasp the subject knowledge? At present, in my opinion, secondary vocational students' real knowledge foundation is one of the main factors that restrain the teachers from planning their role in bilingual teaching.
3.2.4 Fund problem
Training teachers, engaging foreign teachers and carrying out activities involve a lot of money. Bilingual teachers need to be retrained from time to time at a foreign university to update their professional knowledge about latest development at home and abroad. But the heavy teaching load and universal lack of funding make it difficult to organize this kind of retraining at bilingual teaching programs in China, which, to some degree, can make qualified teachers today unqualified tomorrow. At present, most of the universities and colleges are short of capital and they have undertakings that need investment. Therefore, a university or a college that is determined to practice bilingual teaching must judge its own' real strength of fund.
Chapter Four: Inspirations from TESOL education model on the Bilingual Education of secondary vocational schools in China
Some people have pessimistic or negative attitude because of some problems in the course of bilingual teaching in secondary vocational schools. I think that as long as we draw on the advance experience of TESOL, combine it with our country's actual condition, and find problems and solutions, bilingual teaching can spread in our country. Was there high technology many years ago? No. Did today's high technology have difficulties during its development? Yes. Is learning a foreign language more difficult than researching high technology? No, I think. TESOL has achieved great successes in this respect. Can't China, such a large country, do what a small country can do? I think as long as we try our best, we are sure to succeed.
4.1 Giving teachers as many chances as possible to receive systematic training
One of the problems in bilingual teaching is to invite foreign experts for instruction. Under the present circumstances of our country, many secondary vocational schools cannot afford this. The only practicable way is to offer the teachers and the students of normal universities a good, long and systematic training. The training makes them develop a good language foundation.
The developed economic areas can send teachers abroad for further study or invite foreign experts to work as visiting teachers and help to train the local teachers. The plan of training bilingual teachers also includes supplying trained teachers with support of spirit and material. At the same time we must create good work condition and atmosphere for bilingual teachers. Researchers argue that teacher training is essential to effective bilingual education.
4.2 Compiling teaching material suitable for secondary vocational schools
Now bilingual teaching in some universities and colleges produce teaching material in following ways. Some secondary vocational schools translate the textbooks in Chinese into English, others introduce teaching material from English-speaking countries for reference, and still others write teaching material of their own. No matter which way secondary vocational schools take, it has its own advantages and disadvantages. So what we need to do is to try to discover problems and make corrections or improvements, make the teaching material more practicable and perfect during the course of practicing bilingual teaching.
4.3 Starting bilingual teaching from childhood
The theory of foreign language teaching tells us that the ability of language acquisition is gradually formed from the age of two or three to adolescence and this ability will descend after this age. So it is generally assumed in the countries practicing bilingual successfully, such as Canada, Singapore and Finland , that bilingual would better begin with childhood. The bilingual beginning time can be shifted to primary school period or even to kindergarten period. We should make full use of children' born ability of learning language, for example, ability of memory and imitation. In the course of practicing bilingual teaching, we must take the learners as the center, make full use of children' characteristics of puerility, forthright, random and boldness. We should regard language as a skill, emphasize language practice and let the students know that practice makes perfect.
We should not put too much emphasis on English’ grammar. We must encourage the students to speak English in and outside class. As to the errors the students make in language practice, it is natural and unavoidable. Under no circumstance, can we discourage them by criticizing them from time to time. We must be patient to help them and let them learn through learning. By doing this?we can improve speaking fluency. So I think, supported by our country' policy, we can ask students to cultivate excellent foreign languages teachers and with the help of these teachers, we can gradually resolved the problem of students' foundation sooner or later.
4.4 Putting forward a series of policies concerning bilingual instruction in secondary vocational schools
Bilingual teaching is not a problem of some universities and colleges but a problem in secondary vocational schools. Practicing bilingual teaching in secondary vocational schools should be the request of the society and the country: Therefore on the problem of investing fund for bilingual teaching should be supported by the policy of the country. During the course of carrying out bilingual teaching, the government should give great support to secondary vocational schools in terms of policy, financial resource, material resource and manpower. In this respect, the Singapore government has set a very good example for us to follow. It is essential for the government to put forward a series of policies concerning bilingual education in our country.
Chapter Five: Conclusion
Bilingual education has been practiced vigorously in China, and some schools have made great achievements. But until now, it is still a controversial issue in secondary vocational schools. Being aware of the development of the situation, we should no longer argue about whether we should carry it out, but shift our emphasis to "How'??How to successfully conduct bilingual education.
This paper attempts to find solutions to the main problems which have led to the present situation of the bilingual education. Therefore, on the theoretical and practical basis of TESOL, the paper first states the background and necessity of practicing bilingual education in China, and lists some theories and factors.
Through the analyses of TESOL and present situation of bilingual education in secondary vocational schools, the author some findings, which are also the main problems exists. Then, the paper puts forward the solutions to these problems
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