Lingual and Mental Block in the Bilingual Teaching of theInternational Laws and the Coping Strategies

The major lingual and mental blocks observed in the bilingual teaching of International Laws are as follows: psychological shadow, cognitive bias, mental inertia and learning disability. The teacher is expected to have a better mastery of the switch time of English and Chinese so as to guide the students out of their psychological shadow; enhance students' understanding of the bilingual teaching to correct their cognitive bias; the cultivation of the right learning methods and thinking pattern to rid them of the negative effects from their psychological inertia; the reinforcement of the students' linguistic competence to improve their ability to use a language.