双语教学法在英语学习中作用的研究的中期报告IntroductionAsEnglishhasbecomeagloballanguagethatiswidelyusedinavarietyofsettings,bilingualeducationhasbecomeincreasinglyprevalentinrecentyears.Bilingualeducationreferstotheuseoftwolanguagesinteachingandlearning,withthepurposeofhelpingstudentsacquirebothlanguageswhileusingtheirnativelanguageasabridge.ThisstudyaimstoinvestigatetheeffectivenessofbilingualeducationinEnglishlanguagelearning,specificallyinthecontextofChinesestudentslearningEnglishasasecondlanguage(ESL).LiteratureReviewResearchhasshownthatbilingualeducationhasseveralbenefitsforstudents’languagedevelopmentandacademicachievement(Baker,2006).Bilingualeducationenhancesstudents’cognitiveandlinguisticabilities,includingmetacognitiveawareness,criticalthinking,problem-solving,andcognitiveflexibility(Cummins,2014).Bilingualeducationcanalsoenhancelanguageproficiencyinbothlanguages,asstudentscantransferskillsandknowledgebetweenlanguagesandusetheirnativelanguageasaresourceinlearningnewconceptsandlanguageskills(Bialystok,2011).Moreover,bilingualeducationcanpromoteinterculturalunderstandingandrespect,asstudentsbecomemoreawareofandacceptingofdiverselinguisticandculturalbackgrounds(Liddicoat,2017).However,somestudieshavefoundthatbilingualeducationmayalsohavedrawbacks,suchasslowerprogressinthefirstlanguageanddifficultiesinswitchingbetweenlanguages(Genesee,2004).MethodologyThestudyemployedamixed-methodsapproach,includingbothquantitativeandqualitativedatacollectionandanalysis.Aconveniencesampleof60ChineseESLstudentsinahighschoolinChinawasrecruitedforthestudy.Thestudentswererandomlyassignedtotwogroups:theexperimentalgroup,whichreceivedbilingualinstructioninEnglishandChinese,andthecontrolgroup,whichreceivedmonolingualinstructioninEnglish.Thequantitativedatawerecollectedthroughpre-andpost-tests,whichmeasuredthestudents’Englishlanguageproficiencyinreading,writing,listening,andspeaking.Thequalitativedataweregatheredthroughclassroomobservations,interviewswithteachersandstudents,andstudentreflectionson