Thoughts:
In the text, Haiyan Qiang, Siegel, Linda S.point out that “ In traditional English teaching, Chinese as the mother-language is a necessary tool to facilitate English teaching and learning. As a result of this concept, English teachers use a great deal of Chinese during instruction. “ This new reason of language gap makes me think more . Because of the language environment, students only speak English in classroom. But the big class size and cultural differences, students speak less during the typical “teacher centered” class in China. As a result, lack of practice is quite a problem for Chinese students to improve their use of English instead of just passive memorizing the knowledge. What’s more, Rachael’s experience in grammar learning in traditional English classroom in China also illustrates the opinion of the writers “ In traditional English classroom teaching, teachers customarily pay attention only to language teaching in areas such as grammar, word memory, and sentence pattern drills. The English immersion approach focuses on overall development in English language cognition, subject area knowledge, and socio-cultural competencies.” My experience of language gap after learning in the traditional English classroom can also be viewed as an “forward” of the writers opinion to emphasize the advantage of English immersion.
Although I am really impressed by the positive influence on English teaching of English immersion and support Chinese students to go through the English immersion to avoid language gap, I can not totally agree with the writers opinion “ to immerse students in a monolingual English environment to help reduce the mother tongue interference”. Because English is still considered the second language for Chinese students, we should consider the influence of reducing the mother tongue interference by immersing students into a monolingual English environment on their mother language. This text can be view as “forwarding” of "Meeting in the Middle? Intercultural Adaptation in Tertiary Oral English in China." and “Rote Learning in Chinese Culture: Reflecting Active Confucian-Based Memory Strategies." because it provides a method to improve traditional English teaching in China.
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In the text, Haiyan Qiang, Siegel, Linda S.point out that “ In traditional English teaching, Chinese as the mother-language is a necessary tool to facilitate English teaching and learning. As a result of this concept, English teachers use a great deal of Chinese during instruction. “ This new reason of language gap makes me think more . Because of the language environment, students only speak English in classroom. But the big class size and cultural differences, students speak less during the typical “teacher centered” class in China. As a result, lack of practice is quite a problem for Chinese students to improve their use of English instead of just passive memorizing the knowledge. What’s more, Rachael’s experience in grammar learning in traditional English classroom in China also illustrates the opinion of the writers “ In traditional English classroom teaching, teachers customarily pay attention only to language teaching in areas such as grammar, word memory, and sentence pattern drills. The English immersion approach focuses on overall development in English language cognition, subject area knowledge, and socio-cultural competencies.” My experience of language gap after learning in the traditional English classroom can also be viewed as an “forward” of the writers opinion to emphasize the advantage of English immersion.
Although I am really impressed by the positive influence on English teaching of English immersion and support Chinese students to go through the English immersion to avoid language gap, I can not totally agree with the writers opinion “ to immerse students in a monolingual English environment to help reduce the mother tongue interference”. Because English is still considered the second language for Chinese students, we should consider the influence of reducing the mother tongue interference by immersing students into a monolingual English environment on their mother language. This text can be view as “forwarding” of "Meeting in the Middle? Intercultural Adaptation in Tertiary Oral English in China." and “Rote Learning in Chinese Culture: Reflecting Active Confucian-Based Memory Strategies." because it provides a method to improve traditional English teaching in China.
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