根据英国著名的朗曼出版社出版的《朗曼应用语言学词典》所给的双语教育的定义是: 能在学校里使用第二语言或外语进行各门学科的教学。随着国际间的交流日益频繁，双语教育越来越受到人们的关注。在具体实践中，由于双语现象的复杂性，双语教育在不同国家被赋予了不同的形式。一些国家和地区在双语教育的师资培养、教学方法、课堂管理、学业评价等方面已经形成一套适合自身国情的理论体系并总结概括成几种模式。本文搜集了国内外有关双语教育及双语教学的资料，研究了双语教育的三种主要模式，即沉浸模式、过渡模式和母语保持模式的理念及界定，并以其在不同国家的具体实践为背景，对它们的教学目标、教学方法、教学阶段等方面进行了对比研究。最后，结合现状及已有的研究成果对我国如何实施双语教学提出了一些建设性的意见。

Bilingual education, defined by Longman Dictionary of Language Teaching and Applied Linguistics (Richards et al., 2002), refers to the use of a second or foreign language in school for the teaching of content subjects. As the frequent communication of the countries in the world, bilingual education was more and more concerned. In practice, the implementation of bilingual education varies from country to country as a result of its own complexity. Some countries have established their own bilingual teachers’ training system, teaching methodology, classroom management and evaluation system and finally generalized into some models. The author has collected a great deal of information relating to bilingual education and bilingual teaching from various domestic and overseas sources. The author studies definitions and conceptions of the main three model of bilingual education: immersion model, transitional model and maintenance model. And then do the comparative study of the models on the subjects of teaching goal, teaching method and teaching stages, based on the concrete implementations on other countries. After all these work, and based on the result of the research, the author comes up with some suggestions of how to implement bilingual education in China.