A Chinese bilingual/CLIL program is an educational approach that integrates the teaching of both Chinese language skills and content knowledge from various subject areas. 

Research suggests that such programs have multiple benefits for students. For example, a study by Wang and Zhang (2019) found that students in a Chinese bilingual program demonstrated higher levels of Chinese language proficiency and academic achievement compared to their peers in traditional language programs.

中文双语/CLIL课程是一种教育模式，它将结合中文语言技能的教学与各学科知识的学习。

根据研究显示，这类课程对学生有多方面的益处。例如Wang 和 Zhang（2019）的研究发现，和传统语言课程的学生比起来，参加中文双语课程的学生在中文语言能力和学业成就方面表现更加优异。

Effective integration of language and content involves careful planning and instructional strategies. 

Research suggests that pre-teaching key vocabulary and sentence structures, providing language support during content instruction, and using visual aids and graphic organisers can enhance students' language acquisition while learning the content (Marsh, 2017).

Additionally, cooperative learning activities and the incorporation of authentic materials can promote language use and meaningful learning (Breeze, 2018).

Effective integration of language and content in a Chinese bilingual/CLIL program requires careful planning and instructional strategies. Research suggests several approaches that teachers can utilise:

1. Pre-teaching key vocabulary and language structures

Prior to introducing new content, teachers can pre-teach key vocabulary and language structures in Chinese. This helps students build a foundation of language knowledge necessary for understanding and engaging with the content. For example, before a science lesson on the solar system, teachers can teach relevant Chinese vocabulary such as 太阳(tàiyáng) for the sun and "行星" (xíngxing) for planets.

2. Language support during content instruction

Teachers can provide language support during content instruction to help students comprehend and express their understanding in Chinese. This can include providing sentence frames or language scaffolds to support oral or written responses. For instance, during a social studies lesson on government structures, teachers can provide sentence frames like "在中国，最高领导人是_______" (In China, the highest leader of the country is ______) to assist students in expressing their knowledge in Chinese.

3. Use of visual aids and graphic organisers

Visual aids and graphic organisers can assist students in making connections between language and content. Teachers can use diagrams, charts, or graphic organisers to represent concepts visually, helping students understand and express ideas in Chinese. For instance, when teaching a maths lesson on fractions, teachers can use a visual fraction bar to illustrate the concept and encourage students to use Chinese to describe different parts of the fraction.

4. Cooperative learning activities

Cooperative learning activities promote language use and meaningful learning. Teachers can structure group activities where students work together to discuss and solve problems related to the content using Chinese. For example, in a literature lesson, students can engage in literature circles where they read Chinese texts together and discuss the themes, characters, and plots in Chinese.

5. Authentic materials and real-world connections

Incorporating authentic materials, such as Chinese books, newspapers, or multimedia resources, enhances language acquisition and content understanding. Teachers can use real-world examples, videos, or texts in Chinese that relate to the content being taught. For instance, when teaching a geography lesson on famous landmarks, teachers can show videos or pictures of landmarks in China and engage students in discussions or presentations in Chinese about their significance.

6. Integration of language skills

Teachers should integrate the four language skills—listening, speaking, reading, and writing—across content instruction. For example, during a science experiment, teachers can provide instructions in Chinese, ask students to discuss their observations in Chinese, read related texts in Chinese, and have students write a scientific report in Chinese.

By implementing these strategies, teachers can effectively integrate language and content, supporting students' language development while deepening their understanding of the subject matter. It is important for teachers to provide a balanced focus on language and content, ensuring that both aspects are addressed in their lesson planning and instructional practices.

Remember, these strategies can be adapted and modified based on the specific content areas, student proficiency levels, and curriculum requirements of the Chinese bilingual/CLIL program.

为了有效整合语言和内容，需要教师的精心规划和教学策略。

根据相关研究（Marsh, 2017）提供的建议，教学前预先提供关键词汇和句式结构、在内容教学过程中提供语言支持，以及使用视觉教具和思维导图，能促进学生在学习内容的同时提升语言能力。此外，设计小组活动，以及结合真实语料的运用，可以强化语言运用与意义建构（Breeze, 2018）。

为了在中文双语/CLIL课程当中有效整合语言和内容，教师需要精心规划和教学策略。归纳相关研究，建议教师可采用以下几种方法：

1. 教学前预先提供关键词汇和语言结构 

在展开新课程之前，教师可以预先以中文教授关键词汇和句式结构。这有助于学生建立理解学科内容所需的语言基础。举例来说，在教授关于太阳系的科学课程之前，教师可以教授相关的中文词汇，如“太阳”(tàiyáng) 和“行星”(xíngxīng)。

2. 内容教学上的语言支持
   教师可以在内容教学过程中提供语言支持，帮助学生充分理解，并能够用中文表达他们对此内容的了解。做法包括提供句型框架或语言鹰架，以帮助学生进行口头或书写应答。

例如，在社会课讲解政府结构时，教师可以提供句型框架，如“在中国，最高领导人是_______” (In China, the highest leader of the country is ______)，以帮助学生用中文表达他们的认知。

3. 使用视觉教具和思维导图
   视觉教具和思维导图可以帮助学生在语言和内容之间建立联系。教师可以使用图表、图示或思维导图呈现概念，帮助学生了解和用中文表达想法。例如，在数学课教授分数时，教师可以利用分数条可视化概念，并引导学生用中文描述分数的不同部分。

4. 小组活动
   小组活动能够推动语言实践。教师可以设计小组活动，让学生用中文共同讨论并解决与内容相关的问题。例如，在文学课上，学生可以参与文学圈，一起阅读中文文本，并用中文讨论主题、人物和故事情节。

5. 与真实语料和现实世界联结
   在教学上结合真实语料，如中文书籍、报纸或多媒体资源，可以增强语言习得和内容理解。教师可以使用与教授内容相关的中文素材，如真实的案例、视频或文本。例如，在讲解有关知名地标的地理课时，教师可以展示中国地标的照片或视频，让学生以中文讨论或简报这些地标的特殊性。

6. 语言技能的整合
   教师应在内容教学中整合听、说、读、写四项语言技能。例如，在进行科学实验的过程里，教师用中文解释如何操作，要求学生用中文讨论实验观察，阅读相关的中文文本，并让学生用中文撰写实验报告。

通过实行这些策略，教师有效地整合语言和内容，支持学生的语言发展，同时深化他们对学科内容的理解。在课堂计划和教学实践时，教师需要确保语言和内容两方面都获得充分的关注。

请记住，依据中文双语/CLIL课程的具体内容领域、学生的语言能力水平和课程要求的不同，这些策略都可以进行调整和修改。

Engaging parents in a Chinese bilingual/CLIL program can strengthen the home-school connection and support students' learning.

Research by Leung, Hau, and Lee (2018) suggests organising parent information sessions to explain the program's goals and benefits. Regular updates on students' progress, providing resources and strategies for parents to support language development at home, and encouraging parental involvement in cultural events and activities related to the program have been found to enhance parental engagement (Liu, 2019).

家长的积极参与有助于强化学校与家庭的联结，并为学生的学习提供支持。

根据Leung, Hau, 和 Lee的研究（2018）显示，举办家长说明会以介绍课程目标和助益，有助于增进家长的理解和支持度。此外，定期更新学生的学习进展，为家长提供在家支持语言发展的资源和策略，并鼓励家长参与与课程相关的文化活动，都能有效提升家长的参与度（Liu, 2019）。