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Abstract Bilingual kindergartens began to grow in China from the 90s last century on. Now, it has become a noticeable subject and enterprise in the field of preschool education. This emerge of second language education for childhood youngsters is based on several theories of cognitive linguistics and sociolinguistics, including the Critical Period Hypothesis, the Bilingual Advantage Hypothesis and the theory of Globalization, which together indicate that, the second language education in kindergartens will significantly benefit the children’s developmental chances in language, cognitive functions and future career. As a novel and effective methodology, the Immersion program was firstly introduced in 1965 St. Lambert, a town in Quebec, Canada, by educational linguistic experts W. E. Lambert among others. During these decades, the Canadian Immersion method has been spreading all over the world, which is apparently meaningful for China’s development of bilingual kindergarten if used as a reference. At present, the scale of bilingual kindergartens and other preschool second language education institutes in China has reached certain level, however their practice and operation still lack a mature mode, concerned with teachers’ qualification, educational goal, curricula setting, activity arrangement and following continuity, etc.52392
Key Words: Bilingual Kindergarten, Immersion, China
双语幼儿园与浸入式课程:从加拿大到中国
摘要自从上世纪90年代开始，双语幼儿园开始在我国出现，如今已经成为学期教育领域的一大课题和产业。从理论上说，有许多认知语言学和社会语言学理论都支持儿童期的第二语言教育，例如关键期假说、双语优势假说以及全球化理论，这些理论表明儿童在幼儿园中习得第二语言对其语言发展、认知水平发展和未来发展机遇都具有极大的意义。作为学前双语教学的有效方法，浸入式教学法于1965年由W. E. Lambert等教育语言学家创立于加拿大魁北克省的圣兰伯特小镇。几十年来，加拿大浸入式教育传遍各个大洲，同时对我国兴起不久的学前外语教学有着深刻的借鉴意义。当下我国双语幼儿园和学前英语培训班已经具备相当的规模，但是其师资水平、教学目标、课程纲要、活动设置、后续衔接等方面仍然不够成熟。
毕业论文关键词：双语幼儿园；浸入式；中国
Contents Bilingual Kindergarten and Immersion Program: from Canada to China
1 Research Backgound 1
2 Theoretical Analysis 2
2.1 The Critical Period Hypothesis 2
2.2 Bilingual Advantage 3
2.3 English and Globalization: A Cultural Perspective 4
2.4 The Immersion Method 4
3 A Comparison between the St.Lambert Experiment and the Current Operations in China 6
3.1 The Goal: Full Bilingualism or Limited Bilingualism? 6
3.2 Class Settings: Teachers, Activities and Duration 8
3.2.1 Teachers 8
3.2.2 Activities 10
3.2.3 Duration