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澳大利亚语言学家的研究发现，双语教学不仅是帮助学生学习外语的最佳和最快的方式，此外，它可以培养孩子的发散思维和培养思维能力，在国内和国际市场的毕业后就业有独特的优势。目前，大多数澳大利亚的公立学校开展了双语教学。在澳大利亚的学校至少掌握一门外语成为了一个重要的教学目标（比安科和屠杀，2009）。澳大利亚政府正式公布的多语和多元文化政策1987，经过20年的努力，澳大利亚双语教育取得了巨大的成就，这得益于政府强有力的政策支持，良好的双语教育环境和社会多方支持（比安科和屠杀，2009）。罗特林顿（2001）是通过对澳大利亚双语教学的研究提出了一些挑战，在某些地区，澳大利亚双语教学的脸，如双语教学评价体系，培训和双语教师的选择，等罗特林顿的（2001）的研究已经为澳大利亚双语教学实践的理解具有重要的参考价值，但也在罗特林顿的研究结果存在一些限制（2001）。

Australian linguists studied to find that bilingual teaching is not only the best and fastest way to help students to learn a foreign language, moreover, it can cultivate children’s of divergent thinking and culture thinking ability, allowing them to have unique advantages after graduation in local and international employment market. At present, most of Australia's public schools have carried out bilingual teaching. To master at least a foreign language thoroughly has become one of the main teaching aims in Australian schools (Bianco & Slaughter, 2009). The Australian government formally promulgated a multilingual and multicultural policy in 1987, after 20 years of efforts, Australian bilingual Education has made tremendous achievements, which thanks to the government’s strong policy support, good bilingual education environment and social support from several sources (Bianco & Slaughter, 2009). Lotherington (2001) was through the study on Australian bilingual teaching to put forward some challenges that Australian bilingual teaching face in certain areas, such as the evaluation system of bilingual teaching, training and selection of bilingual teachers, etc. Lotherington’s (2001) study has important Reference value for the understanding of Australian bilingual teaching practice, but there are also some limitations in Lotherington’s (2001) research results. This essay presents a critical analysis on Lotherington’s (2001) research and brings forward directions for future research.

1.0 Introduction
2.0 Discussion
2.2 Differences in students’ levels
2.3 Teaching method
2.4 Research method
3.0 Conclusion　


References
Amaral, O. M. (2001). Parents' decisions about bilingual program models. Bilingual Research Journal, 25(1), 851-1 855.
Bianco, J.L. & Slaughter, Y. (2009). Second languages and Australian schooling. ACER Press.
Crawford, J. (2004). Educating English learners: language diversity in the classroom. Bilingual Educational Services.
Cummins, J. (1978). Educational implications of mother tongue maintenance in minority-language groups. The Canadian Modern Language Review, 34, 395-416.
Gardner, R. C. & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
Gardner, R. C. & Lambert, W. E. (1972).  Attitudes and motivation in second-language learning. Rowley, MA: Newbury House Publishers.
Krashen, S.D. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.
Lotherington, H. (2001). A tale of four teachers: a study of an Australian late-entry content-based programme in two Asian language. International Journal of Bilingual Education and Bilingualism, 4(2), 97-106.
Noffke, S.E., & Stevenson, R.B. (Eds.). (1995). Educational action research: becoming practically critical. New York: Teachers College Press.
Oja, S.N., & Smulyan, L. (1989). Collaborative action research本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。