Bilingualism is a difficult area to research, a dense forest of confounding variables, of which sampling, education levels, tasks used, variations in the languages themselves and different outcomes from different language combinations, are but a few. There is evidence, however, that expertise in more than one language provides cognitive benefits on top of increased opportunities. Findings in neurology have related language acquisition with structural changes in the brain that assist with executive functions such as cognitive flexibility, creative thinking and attention management.
目录
什么是双语教育？
人类的行为和感知通过语言来传递；学习新语言时解锁的密码有助于创造新的感知层次。瑞士顶尖学者、双语专家弗朗索瓦·格罗斯让（Francois Grosjean）指出，双语儿童或成人并非两个（或多个）单语者简单的叠加；相反，他们拥有独特而具体的语言结构。双语者能够主动地（但通常是无意识地）管理和操控对一种语言或另一种语言的注意力。他们的语言不仅共存，而且相互作用，形成一个完整的体系。
双语教育的好处
在现代全球化的世界中，双语教育发挥着至关重要的作用，并且尤其对年轻一代具有独特的优势。
1. 全球公民
在当今世界，双语人才弥足珍贵。他们会发现，就业前景更加广阔，社会视野也更加开阔。他们与世界以及我们所处的人类社会有着丰富的互动，思维也更加敏捷。
2. Psychological Benefits
此外，双语者的能力远不止于简单地将文字从一种代码翻译成另一种代码；精通另一种语言会带来微妙的心理益处。这些益处包括能够洞察故事的两面性，理解更深层次的含义，并享受对各种概念的广泛理解。这些特质对个人有益，更重要的是，有助于实现国际和谐这一难以实现的目标。双语者就像桥梁搭建者，是沟通者，能够将一种文化解释给另一种文化，并充当两种文化之间的中介。
3. Language Proficiency
International schooling has helped boost language proficiency. As families become more global and more young people travel for studies and work, they might meet a future partner far from their country of birth, resulting in more multi-cultural families sharing several languages in their international households. While we face the dominance of one language across broad areas of human activity, with English as Language 1 or Language 2 for many, if not most, of those students, it is fascinating to note how that is resulting in more and more versions of English being recognised. The population of global citizens sharing the benefits of various forms of bilingualism is increasing.
4. Understanding Cultures
On top of the functional benefits of language learning, bilingualism is about understanding cultures. With the creation of their unique language system, the bilingual is also making sense of his or her relationship to both of the cultures to which the linguistic code has given access. At the same time as managing their attention to this code, its vocabulary and its syntax, the bilingual will be paying attention to the cultural variants between the languages. They are constantly combining and blending aspects of the cultures they are living, making linguistic and cultural choices according to the needs of the circumstance.
The result is a “space between”, like the habitat of Third Culture Kids. The idea of the Third Culture Kids was developed to refer to children growing up outside the native countries of their parents (who were often expatriates themselves). They become part of a third culture rather than one that derives from a simple mix of the home and host countries.
Bilinguals as Bridge Builders
Francois Grosjean points out that bilinguals who are allowed to be who they are, and to accept their dual (or multiple) lived experiences, are invaluable members of society who bridge the gap between the cultures they belong to. This is an important role played by the sort of educational provision to be found at Institut Montana.
Bilinguals as Bridge Builders
Francois Grosjean points out that bilinguals who are allowed to be who they are, and to accept their dual (or multiple) lived experiences, are invaluable members of society who bridge the gap between the cultures they belong to. This is an important role played by the sort of educational provision to be found at Institut Montana.
The Bilingual Classroom
The bilingual classroom is an inspiring place. Just seeing children’s school-work on display, with captions and labels exhibiting proficiency in two languages, is mind expanding. But it does not happen by itself and the pure quality of instruction is critical – every child must feel happy and confident to be open to the challenges as well as the benefits of learning bilingually. Research into the bilingual brain is guiding teaching methods. It is understood now that these children use both languages to make sense of the world; they are very adaptive, deepening their understanding of the first language while acquiring the second; and the process has important positive effects on other aspects of cognitive development, such as attention management.
A Tradition of International Education
The Bilingual Elementary section of Institut Montana has the school’s long history of international education on which to draw, as well as the dedication and expertise of its staff. Teaching in the bilingual classroom requires a thorough approach, with plenty of individual assessment and on-going help. Quality teaching comes from using evidence-based principles of instruction, such as teacher modelling and verbalizations, guided practice, and brisk lesson pacing to maintain student engagement.
Tailored Support for Every Child
The Montana Elementary school classrooms are tucked away in a pretty corner of the magnificent Institut Montana campus. As soon as a new child arrives, their language needs are quickly assessed and appropriate support organised. It might be that the child has some skills but needs in-class support to benefit fully from the lesson. In this case, teachers deploy the integrative EAL (for English) or DaZ (for German) programme where support is provided by an additional teacher within the normal classroom following the standard lessons. If the child would benefit from more intensive language tuition, they receive help specially tailored to their needs. For half of the English or German language lessons, they work with an extra teacher outside the classroom so that they quickly learn the foundational skills to enable rapid progress in the new language and find the subject matter within their reach. For the other half they continue to participate in normal lessons so that they can interact with their peers.
Balancing Languages and Identities
In this multi-lingual group of young learners, it is important not to hold up one language, and therefore cultural identity, as superior to another. Seeing one of the languages and its culture as the dominant one is counter-productive to the cultural harmony the bilingual classroom seeks to promote, even when the curriculum followed belongs to one of the languages. The Institut Montana Bilingual Elementary School follows the curriculum of its home country, Switzerland, but the balance between the two languages is scrupulously maintained. Teaching is distributed at 50% of the time for each language. Each academic year the groups change Class Advisors, swapping between German and English speaking, so there is a further balance in exposure to both languages.
A Tradition of International Education
The Bilingual Elementary section of Institut Montana has the school’s long history of international education on which to draw, as well as the dedication and expertise of its staff. Teaching in the bilingual classroom requires a thorough approach, with plenty of individual assessment and on-going help. Quality teaching comes from using evidence-based principles of instruction, such as teacher modelling and verbalizations, guided practice, and brisk lesson pacing to maintain student engagement.
Tailored Support for Every Child
The Montana Elementary school classrooms are tucked away in a pretty corner of the magnificent Institut Montana campus. As soon as a new child arrives, their language needs are quickly assessed and appropriate support organised. It might be that the child has some skills but needs in-class support to benefit fully from the lesson. In this case, teachers deploy the integrative EAL (for English) or DaZ (for German) programme where support is provided by an additional teacher within the normal classroom following the standard lessons. If the child would benefit from more intensive language tuition, they receive help specially tailored to their needs. For half of the English or German language lessons, they work with an extra teacher outside the classroom so that they quickly learn the foundational skills to enable rapid progress in the new language and find the subject matter within their reach. For the other half they continue to participate in normal lessons so that they can interact with their peers.
Balancing Languages and Identities
In this multi-lingual group of young learners, it is important not to hold up one language, and therefore cultural identity, as superior to another. Seeing one of the languages and its culture as the dominant one is counter-productive to the cultural harmony the bilingual classroom seeks to promote, even when the curriculum followed belongs to one of the languages. The Institut Montana Bilingual Elementary School follows the curriculum of its home country, Switzerland, but the balance between the two languages is scrupulously maintained. Teaching is distributed at 50% of the time for each language. Each academic year the groups change Class Advisors, swapping between German and English speaking, so there is a further balance in exposure to both languages.
光明的未来
There is no doubt that learning a new language broadens horizons and adds a useful skill. Furthermore, it brings great cognitive benefits which, in spite of being subject to too many variables to separate out, are real and meaningful.
Pathways to Global Opportunities
At Institut Montana, as they reach the end of their years at the Elementary School, these children greet a world of opportunity. They have the advanced skills in German that open the door to the academically demanding Swiss Matura, which they can choose to study in German or German and English. They can embark on the route towards the International Baccalaureate Diploma, a passport to universities all over the world. Or they can continue their bilingual studies at the Bilingual Secondary School while assessing where their ambitions might take them.
Pathways to Global Opportunities
At Institut Montana, as they reach the end of their years at the Elementary School, these children greet a world of opportunity. They have the advanced skills in German that open the door to the academically demanding Swiss Matura, which they can choose to study in German or German and English. They can embark on the route towards the International Baccalaureate Diploma, a passport to universities all over the world. Or they can continue their bilingual studies at the Bilingual Secondary School while assessing where their ambitions might take them.
概括
Children coming together to learn, to play and to collaborate in a space where two languages are common currency creates a hybrid space with a culture that belongs to neither one nor the other. The bilingual classroom is a space for inclusivity, where a new light is shone on ideas about cultural identity. Its students will be the global citizens of tomorrow, broad-minded and insightful adults who are adept at sharing and discussing knowledge in a multicultural environment and totally at home in an international Zoom meeting. For these bright children, the future is bright.
学校怎么说
拥有该主题实践经验的学校分享了他们的观点。
Bilinguals as Bridge Builders
Francois Grosjean points out that bilinguals who are allowed to be who they are, and to accept their dual (or multiple) lived experiences, are invaluable members of society who bridge the gap between the cultures they belong to. This is an important role played by the sort of educational provision to be found at Institut Montana.
A Tradition of International Education
The Bilingual Elementary section of Institut Montana has the school’s long history of international education on which to draw, as well as the dedication and expertise of its staff. Teaching in the bilingual classroom requires a thorough approach, with plenty of individual assessment and on-going help. Quality teaching comes from using evidence-based principles of instruction, such as teacher modelling and verbalizations, guided practice, and brisk lesson pacing to maintain student engagement.
Tailored Support for Every Child
The Montana Elementary school classrooms are tucked away in a pretty corner of the magnificent Institut Montana campus. As soon as a new child arrives, their language needs are quickly assessed and appropriate support organised. It might be that the child has some skills but needs in-class support to benefit fully from the lesson. In this case, teachers deploy the integrative EAL (for English) or DaZ (for German) programme where support is provided by an additional teacher within the normal classroom following the standard lessons. If the child would benefit from more intensive language tuition, they receive help specially tailored to their needs. For half of the English or German language lessons, they work with an extra teacher outside the classroom so that they quickly learn the foundational skills to enable rapid progress in the new language and find the subject matter within their reach. For the other half they continue to participate in normal lessons so that they can interact with their peers.
Balancing Languages and Identities
In this multi-lingual group of young learners, it is important not to hold up one language, and therefore cultural identity, as superior to another. Seeing one of the languages and its culture as the dominant one is counter-productive to the cultural harmony the bilingual classroom seeks to promote, even when the curriculum followed belongs to one of the languages. The Institut Montana Bilingual Elementary School follows the curriculum of its home country, Switzerland, but the balance between the two languages is scrupulously maintained. Teaching is distributed at 50% of the time for each language. Each academic year the groups change Class Advisors, swapping between German and English speaking, so there is a further balance in exposure to both languages.
亚历山大-佩珀斯是以下公司的联合创始人兼首席执行官 World Schools 和 世界营地他的使命是为家庭提供可靠的指导，帮助他们选择能够促进学术卓越、文化多样性和全面发展的学校和项目。
寻找你的新学校
地点
任何地方
学校类型
任何学校