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May 16th - 21th, 2007 Xu Hongchen The Effect Of English Learning Motivation and Self-identity On Bilingual Education Attitudes:A Structural Equation Modeling Approach XU Hongchen Peking University michaelxhc@ May 20, 2007 Contents Introduction; Method; Results and Discussion; Conclusion; Limitation. I. Introduction 1.1 Definition of Bilingual Education; 1.2 Bilingual Education in Universities; 1.3 Purpose of the Present Study. 1.1 Definition of Bilingual Education It refers to “the use of a second or foreign language in school for the teaching of content subjects” (Richards et al. 2000: p45). Chinese-based bilingual education to ethnic minorities in China; English-based bilingual education to the Putonghua community in China. 1.2 Bilingual Education in Universities Research flourished since the issue of The Instructions on the Teaching in Tertiary Level in 2001 by the Department of Education of China in the areas of: Education; Language teaching and learning; Language acquisition; Psychology and cognition; Sociolinguistics. (Cont’d) 1.2 Cont’d Bilingual education research topics : Its importance, necessity, nature, task, goals and evaluation approaches; Its teaching modes; The development of bilingual teaching staff; The relationship with ESP; The relationship with EGP; Etc. 1.3 Purpose of the Present Study Previous studies are mainly top-down, theoretical reasoning, and regulation making, with the reference to the Western countries’ experience (esp. that of Canada); without bottom-up empirical support for the theoretical discussion. The present study aims to provide a bottom-up empirical support for the above discussion. II. Method 2.1 Structural Model; 2.2 Participants; 2.3 Instrument; 2.4 Statistics. 2.1 Structural Model 2.1.1 Independent variables: English learning motivation (F1 to F4); Self-identity (F5-F7); 2.1.2 Dependent variables: Positive Attitude to Bilingual Education (A1); Negative Attitude to Bilingual Education (A2); 2.1.3 Mediator