我們如何幫助學生們學習英文？——小學部校長Jeffrey Hanson為您解讀

在世界各地的學校里，有一場關於允許學生的母語進入課堂的辯論--學生們正在學習另一門新的語言--英語。在一篇文章中,一位美國馬薩諸塞州波士頓大學的英語教授 Elsa Auerbach提出，」使用L1(第一語言)在英語課上來表達自己的生活經歷或想法會帶來一種安全感。之後，學習者會更願意用英語來嘗試表達。」在海嘉，我們相信自信與母語表達是息息相關的。如果只鼓勵學者使用第二種語言來表達而忽視了母語表達，那麼他或她可能會逐漸沒了自信，從而想從第二語言的學習中逃離出來。

In schools around the world, there is a debate about allowing students』 first language into a classroom where the students are acquiring a new language such as English. In a provocative article Elsa Auerbach, who is a Professor of English at the University of Massachusetts at Boston, gave a rationale for the use of L1 (first language) in an ESL classroom: 「Starting with the L1 provides a sense of security and validates the learners』 lived experiences, allowing them to express themselves. The learner is then willing to experiment and take risks with English」. At TIBA, we believe that one』s sense of identity as an individual is intertwined within one』s native language. If the learner of a second language is encouraged to ignore their own native language, he or she might well feel that his/her identity is threated and the student may withdraw from the learning environment.

主講人：小學部校長 Jeffrey Hanson

Jeffrey Hanson先生來自加拿大，自2007年開始在海嘉國際雙語學校工作。他不但開發了一套英語支持框架體系，以有效提高學生的英文水平。幫助學生們在全英文教學環境中學習；同時，他還自主協調並設計了一套完整的新生評估政策。今天和大家分享的是在他多年教學實踐過程中獲得的經驗---海嘉如何幫助學生們學習英文？

How Does TIBA Use Chinese to Benefit English Language Learning ?

海嘉如何運用中文來幫助學生們學習英文？

"Our mother tongue is the root to our identity"

First, we begin by giving all students the WIDA (World-Class Instructional Design and Assessment) Model assessment. The WIDA Model is a diagnostic assessment of a student』s English language proficiency. Once we know the areas that the student needs to grow in English we use our knowledge of the Chinese language to target individual English language needs. An example of this could be, if a student makes errors using plurals nouns, we know that plural nouns do not exist in Chinese. Thus, it』s not just the individual vocabulary for plurals but the concept of plurals.

首先，我們向所有學生提供WIDA(世界一流的英語教學設計和評估)模型。WIDA模型是對學生英語水平的測試評估。一旦我們知道學生在英語中需要加強的領域，我們就會運用我們的漢語知識來有針對性的對每位在不同領域中需要英語幫助的學生。例如，如果一個學生在英語學習中有名詞複數的錯誤，我們知道中文裡沒有名詞複數這一概念，因此，這不僅是單個複數辭彙，而是複數的概念知識領域的缺失。

Another way that TIBA uses a student』s first language is by having teachers do home visits. Home visits allow the teachers to experience the linguistic setting of a student』s home environment. This allows the teachers to see the student』s own personal library and the level of texts that the student reads for pleasure.

海嘉另一種讓學生使用第一語言的方式是老師進行家訪。家訪可以讓老師了解到學生的家庭語言環境，也會使老師了解學生的個人圖書館和學生的閱讀水平。

One important time to use a student』s first language is when students are in a conflict or have a behavior issue that needs to be corrected. Having that conversation in Chinese allows the student to feel comfortable and heard as an individual. Although, the student may be capable of conversing in English, it may be difficult to the student to fully express themselves and they can become more sensitive in the situation.

當學生處於矛盾中或有行為問題需要糾正時。用漢語進行對話會讓學生感到更舒服並且也能更好的理解老師的意思以及表達自己的想法。儘管學生有能力用英語交談，但學生可能會在完全表達自己的思想上有一些困難，在這種情況下學生會變得很敏感。

Those are just a few examples of how we utilize Chinese language to develop our students』 English ability. At TIBA, we do not have an 「English Only」 rule. Our aim is to create an environment that is truly bilingual. We ensure that the concepts that are learned in Chinese literature, are transferred to students in English which helps them become stronger English readers. In the end, instead of fostering second language learner our aim is to build truly bilingual people that are fluent speakers and literate in both English and Chinese.

以上就是我們如何利用漢語來提高英語能力的幾個例子。在海嘉，我們沒有「只說英語」的規則。我們的目標是通過漢語語言文學的家庭語言環境來和英語語言學習建立聯繫。我們確保中文的文學概念會幫助學生成為更強的英語學者。

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