• Yang FENG

  Author

An experimental group and a comparison group were chosen from an ordinary
kindergarten in Dongguan City, China to conduct an eight-week comparative pedagogical
experiment of different modes in reading bilingual picture books. One hundred and sixty children
participated in the experiment, and each group comprised three- to five-year-old children in
three classes of Nursery, Lower- and Upper-Kindergarten respectively. The experiment group
adopted the interactive pedagogical mode of Early Synchronous Bilingual Reading (ESBR),
whereas the comparison group read Chinese picture books and employed the regular
instructional mode of Chinese reading class. The experiment results showed that ESBR mode is
popular among children participants; their reading habits and interest were developed, and their
bilingual reading comprehension and oral expression competences were improved significantly
in play and performance through interactive reading and creating a quasi-acquisition
environment of English. This mode performs much better than the common Chinese reading
instructional mode. Therefore, this instructional mode enjoys great popularity and active
participation among the principals and teachers of kindergarten and parents.

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