The Scale and Increased Trend of Foreign Language Input in Bilingual Classes: A Study at a Chinese Applied College

Abstract

The paper mainly focused on investigating the scale and trend of foreign language input acceptable by students at different academic years in Chinese applied colleges. The particular context of the study (successive inter-connected bilingual modules developed with academic years) offered vantage point on testifying an increased foreign language input tendency. The subjects who participated in the study were mainly International Business students from an applied college in China. Assessment of the increased input of foreign language with and within academic years was provided by a one-year field experiment. Findings suggest that the foreign language input is expected and accepted differently in accordance with students’ English level. The arrangement of the foreign language input and whether it should be increased or decreased in different modules and teaching content is proposed differently by students from different subjects. Within one module’s teaching, foreign language input is increased within chapters rather than the whole term. Even though the foreign language input is proposed an increased trend, it is still asked to be kept at 50% in teaching materials like teacher’s PowerPoint.