Chapter 1　Introduction

1.1　Bilingualism,multilingualism and the globalization

1.2　The objective of the thesis

1.3　The organization of the dissertation

Chapter 2　Language and the learning of a language

Introduction:

2.1　The nature of language

2.2　Reasons for second language learning

2.3　Language development

2.4　Secondlanguage acquisition

2.5　The role of comprehensible input,output and interaction

Summary:

Chapter 3　The critical role of inp

3.3　How to get the best out of reading

Chapter 4 Input,interaction,output and notice in SLA

Summary

Introduction

3.2　Input and autonomous learning

3.1　Krashen's Theory of Second Language Acquisition

Introduction

4.1　Input is not enough

4.2　The role for output

4.3　Language is memory-based

4.4　Schmidt and noticing

Summary

Chapter 5 The role of age on language education

5.4　Experimental factors favoring childhood language learningSummaryChapter 6 A review of immersion education in Canada

5.3　The critical period in second language acquisition

Introduction

5.1　The critical period and time-bound learning

5.2　Other evidences for the critical period

Introduction

6.1　General program description

6.2　Outcome and explanation

6.3　Academic achievement

6.4　First language development

6.5　Second language development

6.6　ocial and psychological effect

6.7　Linguistic interdependence and common underlying proficiency(CUP)6.8　The importance of the first language6.9　French immersion programs6.10　Conditions for generalizing immersion educationSummaryChapter 7 Bilingual teaching in China:research a

7.4　Principle findings of the experiment

Chapter 8　Bilingualism,bilingual education

Summary

7.1　Bilingual schools in China—term problem

7.3　The experiment

7.2　Hypothesis

Introduction

Introduction

8.1　Bilingualism:definition

8.2　Bilingual education and the effect

8.3　Blingualism and Mental linguistic and cognitive development8.4　Threshold levels of linguistic proficiencySummaryChapter 9　Bilingual proficiency

Introduction

9.1　Theoretical approaches to the construct of'language proficiency'9.2　Basic interpersonal communicative skill(BICS)and cognitive/academic language proficiency(CALP)9.3　Pedagogical implication of the theoretical framework9.4　Grammatical competit

Bibliography