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Chapter One　Basic Theories1

1.1　Theories of first language acquisition and learning1

1.1.1　Language acquisition and language learning1

1.1.2　Theories of first language acquisition2

1.1.3　Language acquisition view of cognitive linguistics9

1.1.4　Language development12

1.1.5　The critical period hypothesis14

1.2　Theories of second language learning and acquisition18

1.2.1　Critical period of second language learning and acquisition18

1.2.2　Theories of second language acquisition20

1.2.3　Practical pedagogical implications of SLA research27

1.2.4　Individual learner differences and second language acquisition30

1.2.5　Interlanguage35

1.3　Theories of bilingual learning and acquisition43

1.3.1　Appellation43

1.3.2　Definitions44

1.3.3　Types of bilingual teaching models44

1.3.4　Bilingual education examples across the world47

1.3.5　Chinese-English bilingual teaching in China55

1.3.6　The critical period hypothesis of bilingual teaching60

Chapter Two　Teaching Methodology67

2.1　Main ideas about English teaching methodology67

2.1.1　Language and language teaching67

2.1.2　The New National English Curriculum72

2.1.3　Current English teaching methodology73

2.1.4　Lesson planning81

2.1.5　Classroom management87

2.1.6　Assessment in language teaching88

2.1.7　Classroom English90

2.2　Main ideas about subject methodology93

2.2.1　Main ideas about math teaching methodology93

2.2.2　Main ideas about science teaching methodology104

2.2.3　Main ideas about music teaching methodology113

2.3　Main ideas about bilingual teaching methodology125

2.3.1　Teaching goals125

2.3.2　Teaching models and strategies126

2.3.3　Code-switching134

2.3 4　Bilingual teaching methodology in some subjects173

Reference books182

Chapter Three　Grammatical Points for Bilingual Teaching185

3.1　Verb and tense185

3.1.1　Main verbs185

3.1.2　Auxiliaries186

3.1.3　Tenses187

3.2　Subject-Verb concord192

3.2.1　Brief introduction about concord192

3.2.2　The common rule of agreement193

3.3　Participle196

3.4　Commonly used sentence patterns197

3.4.1　Existential sentence pattern197

3.4.2　It-patterns197

3.4.3　Conditional sentences198

3.5　Simple sentence199

3.5.1　Positive and negative statements199

3.5.2　Questions200

3.5.3　Commands201

3.5.4　Exclamations202

3.6　Clause202

3.6.1　Clause element202

3.6.2　Basic clause types202

3.7　Degree and construction204

3.7.1　Degree of adjectives and adverbs204

3.7.2　Typical comparative structures205

3.8　Direct and indirect speech208

3.9　Infinitive209

3.10　Passive voice209

3.11　Some issues210

Reference books213

Chapter Four　Resources for Bilingual Classroom Teaching215

4.1　Subject English words and expressions215

4.1.1　Mathematics215

4.1.2　Science236

4.1.3　Music248

4.2　Sample lesson plan analysis276

4.2.1　Sample 1276

Analysis of Sample 1281

4.2.2　Sample 2282

Analysis of Sample 2284

4.2.3　Sample 3285

Chapter Five　Teacher Development295

5.1　Introduction to teacher development and its research293

5.1.1　Some concepts in teacher development293

5.1.2　The importance of teachers'professional development295

5.1.3　Approaches to teacher development296

5.2　Teacher development in bilingual teaching297

5.2.1　Building subject expertise298

5.2.2　Improving Language proficiency299

5.2.3　Developing bilingual teaching skills300

Glossary and Index307