双语是一个很难研究的领域，它是一个由各种干扰变量组成的密林，其中取样、教育水平、所使用的任务、语言本身的变化以及不同语言组合所产生的不同结果只是其中的一小部分。不过，有证据表明，精通一种以上的语言不仅能增加机会，还能带来认知方面的益处。神经学的研究结果表明，语言的学习与大脑结构的变化有关，而大脑结构的变化有助于执行功能，如认知灵活性、创造性思维和注意力管理。
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.心理益处
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.语言能力
国际学校教育有助于提高语言水平。随着家庭变得更加全球化，越来越多的年轻人外出求学和工作，他们可能会在远离自己出生国的地方遇到未来的伴侣，从而导致更多的多元文化家庭在国际家庭中分享多种语言。当我们面对一种语言在人类活动的广泛领域中占据主导地位，英语成为许多（如果不是大多数）学生的第一语言或第二语言时，令人着迷的是，这如何导致越来越多的英语版本被认可。分享各种形式双语惠益的全球公民人数正在增加。
4.了解文化
除了语言学习的功能性益处之外，双语还涉及对文化的理解。双语者在创造自己独特的语言系统的同时，也在理解自己与两种文化之间的关系，而语言代码正是这种关系的载体。在关注语言代码、词汇和句法的同时，双语者也在关注两种语言之间的文化差异。他们不断地结合和融合他们所生活的文化的各个方面，根据环境的需要做出语言和文化的选择。
其结果是出现了一个 "中间空间"，就像第三文化小孩的栖息地一样。第三文化小孩 "的概念是指在父母（他们自己通常也是外籍人士）的祖国之外长大的孩子。他们成为第三种文化的一部分，而不是来自母国和东道国的简单混合。
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.
双语课堂
双语教室是一个鼓舞人心的地方。只要看到孩子们的学校作业被展示出来，并附有说明和标签，显示出他们精通两种语言，就会让人心潮澎湃。但是，双语课堂并不是一蹴而就的，纯粹的教学质量至关重要--每个孩子都必须感到快乐和自信，才能坦然面对双语学习所带来的挑战和益处。对双语大脑的研究正在指导教学方法。现在人们已经了解到，这些儿童使用两种语言来认识世界；他们具有很强的适应能力，在学习第二语言的同时加深了对第一语言的理解；这一过程对认知发展的其他方面也有重要的积极影响，如注意力管理。
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
毫无疑问，学习一门新的语言可以开阔视野，增加一项有用的技能。此外，它还能带来巨大的认知益处，尽管这些益处受到太多变量的影响而难以区分，但却是真实而有意义的。
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
孩子们在一个以两种语言为共同语言的空间里共同学习、游戏和合作，创造了一个既不属于任何一种语言也不属于任何一种语言的文化混合空间。双语课堂是一个包容的空间，在这里，关于文化身份的观念焕发出新的光彩。这里的学生将成为未来的世界公民，他们胸怀宽广、见解独到，善于在多元文化环境中分享和讨论知识，在国际中联会议上如鱼得水。对于这些聪明的孩子来说，未来是光明的。
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.
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