2。1。1 Theoretical Framework

The theoretical framework is based on literature and prior research regarding language and bilingual instruction with focus on Chinese education。 

a) Language and Bilingualism

Through language people communicate with each other and also a lot of our cultural heritage comes from language and is spread through language use。 (Skutnabb-Kangas, 1981, p。11 f) The language has a lot of different functions such as being a tool of communication, thinking realization and means of social interaction 。 Furthermore language creates and obtains culture。(Hyltenstam, Stroud, 1991, p。 33f) Language is a central aspect in the interaction between human beings and their social environment。 Linguistics differs between language as systems of similar rules and language behavior, i。e。 how people speak。 In a global perspective most of today’s societies are multilingual and countries with only one spoken language are the exception。 When a person does not understand or gets misunderstood he or she gets tired and frustrated and experience stress。 (Laaksonen, 1999, p。 1) The connection between children’s language and their cognitive and cultural development is so close as to be inpisible。 (Barnard, Glynn, 2003, p。 1)

For a long time bilingualism was seen as a negative phenomenon。 Mostly it was the oppressed ethnic groups who had to learn a second language, to become bilingual。 This point of view has not vanished。 (Skutnabb-Kangas, 1981, p。69 f) There are a lot of definitions of bilingualism。 Almost every new person who conducts research in the area has a new definition。 Choice of definition is depending on the intention of the researcher for example the definition could be based on language competence, language functionality or attitudes towards the language。 (Ibid, P。 83 f) Laaksonen discusses that bilingualism is a cognitive phenomenon within the inpidual and a phenomenon within the family and in the society。 How well a person masters a language is based on conditions such as educational access and if the person masters a language is based on conditions such as educational access and if the person has people in its closes environment that speaks the language。 This also impacts how well people master the second language。 (Laaksonen, 1999, p。 1) When two languages are in contact in society, they may be used to a different extent, in different domains and for different functions in a state of functional equilibrium。 (Hamers, Blanc, 2000, p。 21)

b) Bilingual Instruction

Continued development of bilingual children’s two language during schooling has shown positive results both in linguistic and educational development。 (Cummins, 2000, p。 175 ff) According to Cummins it is important to have in mind that the central factor appears to be the extent to which the school is making a serious attempt to promote students first language literacy rather than the specific linguistic order in which reading is introduced。 Similarly, the exact account of instructional time spent using language is less important than the commitment of the program to develop strong illiteracy and bilingualism among students。 (Ibid, p。 193) Cummins discusses that children and especially teenagers have a strong need to identify with or belong to a group。 If a person feels that their language and culture are not accepted by teachers, classmates or the community, they are embarrassed and try to hide that they are from a different background。 (Cummins, 1981, p。 14)文献综述

Opponents of bilingual programs argue that limited second language proficient students were being denied access to both second language and academic advancement as a result of being instructed for part of the day in their first language instruction in the early grades was necessary to ensure that students understood academic content and experienced a successful start to their schooling。 Reading and writing skills acquired initially through the first language provided a foundation upon which strong second language development could be built。 (Ibid, p。 32)