基于中国英语浸入式教学实验研究所获得的这些结果，参照加拿大法语浸入式教学所取得的巨大成就。同时，鉴于当前中国英语教学欠理想的现状，现就中国英语教学，尤其是初级阶段的英语教学提出以下几点建议。
首先，从国家、地方宏观上的政策来说，在遵循国家、地方政策，特别是教育政策的前提下，给予浸入式教学实验更多的行政和经济支持，鼓励、允许有条件的学校开展浸入式教学实验。同时，支持英语浸入式教师的培养和培训，开发英语浸入式教材，并建立相应的浸入式教学评估体系，最终将其纳入国家教育体系之内。
其次，就英语教学理论和实践本身而论，笔者认为以下几个方面值得考量。第一，关于英语教学目标的设置，笔者认为在具体的课堂教学中，教师不仅要关注学生的语法、词汇、阅读、写作等方面的能力发展，学生的听说、认知、社会文化能力的改善同样应受到重视，以实现学生全英语语言能力的发展。而且，在学生的智力得到优化的同时，体质的加强也应成为教学的重要目标，以达到全人能力的提升。第二，关于课堂上的教学语言问题，笔者建议在英语课堂上，尤其是在幼儿园、小学英语课堂上，英语教师只凭借英语这一唯一的教学语言进行教学，借其与学生进行交流，并且迫使学生与学生之间只能使用英语作为彼此沟通的工具，为学生创设一种全英语的学习环境，最终实现英语语言的习得。第三，对于英语教学法的建议，笔者认为教师采取任务性、活动导向性的教学策略不仅有利于学生英语语言学习的发生和学生主体地位的真正实现，也益于实现英语语言的有意义学习。第四，允许学生“沉默期”的存在。虽然这种状况会令家长及教师，尤其是课堂上的教师感到沮丧，但只有当学生在各色活动中接受足够的输入之后，用英语表达观点、看法、思想才成为可能。第五，关于提高学生英语阅读的建议，笔者认为应该关注对学生的英语语音意识教学。因为已有研究证明，语音意识教学不仅对单词阅读有利，而且也有利于阅读理解（Ehri，et al.，2001）。虽然语音意识教学不能获得立竿见影的效果，但从长远来看，其有助于学生的语言学习。
总之，英语浸入式教学作为一种新的英语教学模式，不仅丰富了我国的英语教学理论和实践，而且对提高学生的英语交际能力具有明显的功效。
摘要 Abstract
English immersion (EI) is a direct second language learning approach.It is a monolingual communicative approach.Its motto is “sink or swim” that means “either learn properly or nothing at all”.This is a program without any necessary bilingual support system.Its rise is related with several factors such as society needs, the need of economic change and competitiveness, the demand of creativeness of knowledge and technology and the dilemma of English teaching itself.Researchers have examined students’ English, math and Chinese achievements between English immersion students with non-English immersion ones.When they were compared, researchers found that students’ English proficiency in EI was much better than that in non-EI students’.Meanwhile both of the groups students performed similarly on the achievements of Chinese and math.EI program did not have negative effect on the students’ first language and math.Furthermore, researchers found that phonological awareness and naming speed were strong predictors to their English reading.In the end authors provided several suggestions to English teaching in China.
Key words:
English immersion instruction, academic achievement, English, Chinese, math, reading and cognitive skill
参考文献 Reference
迟延萍，赵微. 我国小学英语浸入式教学实验综述.比较教育研究，2004（07）.梁小华.“英语浸入式”教学模式对儿童的意义.培训与研究（湖北教育学院学报），2004（04）.
强海燕，Linda Siegel..加拿大第二语言浸入式教学发展概述.比较教育研究，2004（07） .
王斌华.学习双语教育理论 透视我国双语教学.全球教育展望，2003（02）.
强海燕，赵琳.中外第二语言浸入式教学研究.西安：西安交通大学出版社，2001.
赵微，张力，李闻戈，高小妹.上海市幼儿园英语浸入式教学实验研究.幼儿教育（教育科学版），2007 （06）.
赵琳. 我国幼儿园英语浸入式教学研究报告.比较教育研究，2004 （07）.
Adams, M.J.(1990).Beginning to read: Thinking and learning about print.Cambridge, MA: MIT Press.
Cheng, L., Li, M., Kirby, J., Qiang, H., & Wade-Woolley, L.(2010).English language immersion and students’ academic achievement in English, Chinese, and mathematics.Evaluation & Research in Education, 23, 151-169.
Cheng, L.Y.(2012).English immersion schools in China: Evidence from students and teachers.Journal of Multilingual and Multicultural Development, 33(4) , 379-391.
Cummins, J., & Carson, D.(Eds.).(1997).Bilingual education.Dordrecht, The Netherlands: Kluwer Academic Publishers.
Ehri, L.C., Nunes, S.R., Willows, D.M., Schuster, B.V., Yaghob-Zadeh, Z., & Shanahan, T.(2001).Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis.Reading Research Quarterly, 36, 250–287.
Elaine, M.Day, & Stan M.Shapson.(1996).Studies in Immersion Education.Multilingual Matters.
Ellis, R.(2003).Task-based language learning and teaching.Oxford: Oxford University Press.
Gao, H.J.(2009).Overview on the management of elementary school English immersion program.In Qiang, H.Y., Liu, X.B., Yang, X.L., & Yu, C.L.(Eds).Exploration and innovation:English immersion education in China.Macau: Science, Education and Culture Press.
Genesee, F.(1978).A longitudinal evaluation of an early immersion program.Canadian Journal of Education, 3(4), 31- 50.
Genesee, F.(1987).Learning through two languages: Studies of immersion and bilingual education.Rowley, MA: Newbury House.
Genesee, F., & Jared, D.(2008).Literacy development in early French immersion programmes.Canadian psychology, 49(2), 140-147.
Geva, E., & Clifton, S.(1994).The development of first and second language reading skills in early French immersion.The Canadian Modern Language Review, 50, 646-667.
Goldberg, E., & K.A.Noels.(2006).Motivation, ethnic identity, and post-secondary education language choices of graduates of intensive French language programs.The Canadian Modern Language Review, 62, 423-447.
Hecht, S.A., Torgesen, J.K., Wagner, R.K., & Rashotte, C.(2001).The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: A longitudinal study from second to fifth grades.Journal of Experimental Child Psychology, 79(2), 192-227.
Hector, H.(1989).French Immersion: Myths and Reality.Detselig Enterprises.
Hedges, L.V., & Olkin, I.(1985).Statistical methods for meta-analysis.Orlando, FL: Academic Press.
Holobow, N., Genesee, F., Lambert, W.E., Gastright, J., & Met, M.(1987).Effectiveness of partial French immersion for children from different social class and ethnic backgrounds.Applied Psycholinguistics, 8, 137-152.
Huang, X., B.Tube, & C.Yu.(2011).Meeting the dual goals of content knowledge and English language learning: A study of the CCUEI curriculum materials.Frontiers of Education in China, 6: 37-67.
Jeanne-Marie, M.Varayan.(2002).The French Immersion Debate: French for All or All for French? Detselig Enterprises.
Knell, E., Qiang, H.Y., Pei, M., Chi, Y., Siegel, S., Zhao, L., & Zhao, W.(2007).Early English immersion and literacy in Xi’an, China.Modern language Journal, 91, 395-417.
Knell, E.(2010).A longitudinal study of early English immersion and literacy in Xi’an, China.Dissertation.The university of Utah.
Krashen, S.D., & Terrel, T.D.(1983).The natural approach: language acquisition in the classroom.New York: Pergamon Press.
Lambert, W.E., & Tucker, G.R.(1972).Bilingual education of children: The St.Lambert experiment.Rowley, MA: Newbury House.
Lapkin, S., Swain, M., & Shapson, S.(1990).French immersion research agenda for the 90s.The Canadian Modern Language Review, 46, 638-674.
Lapkin, S., Hart, D., & Turnbull, M.(2003).Grade 6 French immersion students’performance on large-scale reading, writing and mathematics tests: Building explanations.Alberta Journal of Educational Research.49, 6-23.
Long, H.L.(1980).Input interaction, and second language acquisition.Doctoral Dissertation, University of California, Los Angeles.
Long, M.H.(1983).Native speaker/non-native speaker conversation and the negotiation of comprehensive input.Applied linguistics, 4(2), 126-141.
Li, M., Kirby, J., & Georgiou, G.(2011).Rapid naming speed compents and reading comprehension in bilingual children.Journal of Research in Reading, 34, 6-22.
Li, M., Kirby, J., Cheng, L., Wade-Woolley, L., & Qiang, H.(2012).Cognitive predictors of English reading achievement in Chinese English-immersion students.Reading Psychology, 33, 423-447.
MacCoubrey, S.J., Wade-Woolley, L., Klinger, D., & Kirby, J.R.(2004).Early identification of at-risk L2 readers.The Canadian Modern Language Review, 61, 11-28.
Moeller, P.(1989).French student-teachers: Who knows how good they really are? The Canadian Modern Language Review, 45, 445-456.
Qiang, H.Y.& Kang, Y.Q.(2011).English immersion in China as a case of education transfer.Frontiers of education in China, 6(1), 8-36.
Qiang, H.Y.& Siegel, L.S.(2012).Introduction of English immersion in China: a transplant with modifications.International education, 41(2), 6-18.
Romney, J.C., Romney, D.M., & Menzies, H.M.(1995).Reading for pleasure in French: A study of the reading habits and interests of French immersion children.The Canadian Modern Language Review, 51(3), 474- 511.
Sally, R., & Viviane, E.(1992).French Immersion : Process, Product and Perspectives(pp.4-7).Ontarion, Canada.
Safty, A.(1991).French immersion in Canada: Theory and practice.International Review of Education.37, 473-488.
Siegel, L.S.(2011).Early English immersion in Xi’an, China: an experiment in English language teaching.Frontiers of education in China, 6(1), 1-7.
Stephen, D.Krashen.(1984).“Immersion: Why it works and What It Has Taught Us,”in H.H.Stern, ed., The immersion Phenomenon, Language and Society, 12, 61-64.
Swain, M., & S.Lapkin.(1982).Evaluating bilingual education: A Canadian case study.Clevedon: Multilingual Matters.
Swain, M.(1996a).Integrating language and content in immersion classrooms: Research perspectives.The Canadian Modern Language Review, 52, 529-548.
Swain, M.(1996b).Discovering successful second language teaching strategies and practices: From programme evaluation to classroom experimentation.Journal of Multilingual and Multicultural Development, 17, 89–104.
Tara, W.Fortune, & Diane, J.Tedick.(2008).Pathways to Multilingualism: Evolving Perspectives on Immersion Education .Clevedon: Multilingual Matters.
Turnbull, M., Lapkin, S., & Hart, D.(2001).Grade 3 immersion students’performance in literacy and mathematics: Province-wide results from Ontario(1998-99).Canadian Modern Language Review, 58, 9-26.
Vygotsky, L.S.(1978).Mind in society: The development of higher psychological process.Cambridge, MA: Hardvard University Press.
Vygotsky, L.S.(1986).Thought and Language, Revised Edition.Cambridge: MIT Press.
Wallace, M.R.(2009).Making sense of the links: Professional development, teacher practices, and student achievement.Teachers College Record, 111, 573-596.
Zhang, L., & Yan, R.(2007).Impact of different teaching approaches on English word reading ability for children.Early Childhood Education, 6, 8-11.
[1] 东华理工大学
[2] 华南师范大学