CHAPTER 1 INTRODUCTION 1.1 Background of the Study 1.2 Statement of the Problem 1.3 Significance of the Study 1.4 Purposes of the Study 1.5 Research Questions 1.6 Conceptual Framework of the Study 1.7 Contribution to Knowledge 1.8 Scope of the Study 1.9 Definition of Terms 1.10 Summary CHAPTER 2 LITERATURE REVIEW 2.1 Overview of Bilingual Education in China 2.1.1 Definition of Bilingual Education 2.1.2 Bilingual Education in Multi-ethnic Communities 2.2 Overview of Multilingual Education in China 2.2.1 Definition of Multilingual Education 2.2.2 Background of Multilingual Education in China and Yunnan 2.2.3 Minorities' Attitudes to Multilingual Education 2.2.4 Instruction of Multilinguai Education in China 2.2.5 Development of Multilingual Education in China 2.3 Overall Situation of EFL Education in China 2.4 The Controversy of EFL Education 2.4.1 Overseas' Perceptions of EFL Education 2.4.2 Domestic Debate of EFL Education 2.5 Teacher Quality and Professional Development 2.6 Professionalism of Kindergarten English Teachers 2.7 English Language Teaching Proficiency 2.7.1 Importance of English Language Teaching Proficiency 2.7.2 Components of English Language Teaching Proficiency 2.7.3 Linguistic Proficiency 2.7.4 Teaching Proficiency 2.8 Patterns of Teacher Training and Development 2.8.1 Rationale of Teacher Training and Development 2.8.2 Overview of English Teacher Training Programs 2.8.3 Pre-service and In-service Teacher Training Programs 2.8.4 Foreign Patterns of English Teacher Training Programs 2.8.5 Chinese Application of English Teacher Training Programs 2.8.6 Teaching and Training Module 2.9 Instructional Design 2.10 The ADDLE Model 2.10.1 The Analysis Phase 2.10.2 The Design Phase 2.10.3 The Development Phase 2.10.4 The Implementation Phase 2.10.5 The Evaluation Phase 2.11 Related Research 2.12 Summary CHAPTER 3 RESEARCH METHODOLOGY 3.1 Research Paradigm and Rationale
3.2 Research Design 3.3 Research Process and Training Phases 3.4 Research Methods 3.4.1 Context of the Study 3.4.2 Quantitative Research Design 3.4.3 Qualitative Research Design 3.4.4 Linkage between Data Collection and Data Analysis 3.5 Ethical Considerations 3.5.1 Harmfulness 3.5.2 Informed Consent 3.5.3 Privacy and Confidentiality 3.6 Summary CHAPTER 4 FINDINGS 4.1 Context of the Present Study 4.2 Findings of Research Question 1 Results of the Needs Analysis Phase 4.3 Findings of Research Question 2 4.3.1 Results of the Training Design Phase 4.3.2 Results of the Training Development Phase 4.3.3 Results of the Training Implementation Phase 4.3.4 Results of the Training Evaluation Phase 4.3.5 Results of the Training Modification Phase 4.4 Findings of Research Question 3 4.4.1 The Development of the Training Process 4.4.2 The Improvements of the Student-teachers' ELT Proficiency 4.5 Summary CHAPTER 5 CONCLUSION, DISCUSSION AND RECOMMENDATIONS 5.1 Summary of the Results 5.2 Discussion of the Findings 5.3 Implications of the Study 5.4 Recommendations of the Study 5.4.1 Recommendations for Future Practice 5.4.2 Recommendations for Future Research 5.5 Summary ACKNOWLEDGEMENTS REFERENCES APPENDICES APPENDIX A APPENDIX B APPENDIX C APPENDIX D APPENDIX E APPENDIX F APPENDIX G APPENDIX H APPENDIX I APPENDIX J APPENDIX K APPENDIX L APPENDIX M
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