美国双语教育政策及主要模式研究
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摘要
自《双语教育法》出台以来,美国双语教育政策经历了一系列跌宕起伏。当前《英语教育法》已经取代《双语教育法》,联邦政府对双语教育采取全面抑制的政策,双语教育在实践中遭受重创,但并未因此偃旗息鼓,而是通过调整和转变模式求得生存与发展。回顾美国双语教育政策的历史变迁及在实践中产生的主要模式,共以培养国家认同为核心,以语言价值观为基础,以实证研究为推动力的许多经验,为我国当前汉英双语教育提供了借鉴和参考。
Bilingual education policy in America has gone through ups and downs since the issue of Bilingual Education Act. English Acquisition Act has replaced Bilingual Education Act at present,which signifies the federal government's repressive attitude towards bilingual education. Though bilingual education has been seriously affected in practice,bilingual education supporters manage to adjust and change the models to adapt to the challenging situation. Reviewing the historical development of bilingual education policy and the main models emerging in this process,the experience of " to cuttiveate as the core,base on linguistic values,take emprical research as the driving force",will shed some light on the current Chinese-English bilingual education in China.
Bilingual education policy in America has gone through ups and downs since the issue of Bilingual Education Act. English Acquisition Act has replaced Bilingual Education Act at present,which signifies the federal government's repressive attitude towards bilingual education. Though bilingual education has been seriously affected in practice,bilingual education supporters manage to adjust and change the models to adapt to the challenging situation. Reviewing the historical development of bilingual education policy and the main models emerging in this process,the experience of " to cuttiveate as the core,base on linguistic values,take emprical research as the driving force",will shed some light on the current Chinese-English bilingual education in China.
引文
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[11]刘丽敏.二战后美国语言教育政策的嬗变及其驱动因素[J].淮北师范大学学报,2018,(06):99-104.
[2]张治国.中美语言教育政策比较研究[M].北京:北京大学出版社,2012:161.
[3]Thomas B.Parrish,Amy Merickel,Maria Perez,et al.Effects of the Implementation of Proposition 227 on the Education of the English Learners,K-12:Findings from a Five-Year Evaluation[M].Washington,DC:American Institutes for research,2006:97.
[4]Thomas,W.P.,and Collier,V.“School Effectiveness for Language Minority Students.”National Clearinghouse for Bilingual Education(NCBE)Resource collection series,No.9[EB/OL].http://www.ncela.gwu.edu/pubs/resource/effectiveness/,1997.
[5][6]Zehler,A.M.,H.L.Fleischman,P.J.Hopstock,T.G.Stephenson,M.L.Pendzick,and S.Sapru.“Descriptive Study of Services to LEP Students and LEP Students with Disabilities:Volume 1 Research Report.”Research Report Submitted to the US Department of Education.Development Associates[EB/OL].http://www.onlineresources.wnylc.net/pb/orcdocs/LARC_Resources/LEPTopics/ED/,2003.
[7]Ramirez,J.D.,S.D.Yuen,and D.R.,Ramey.Final Report:Longitudinal Study of Structured English Immersion Strategy,Early-exit and Late-exit Transitional Bilingual Programs for Language-minority Children:Executive Summary[EB/OL].http://www.nabe.org/files/Ramirez.pdf,1991.
[8]Kim YK,Hutchison LA&Winsler A.Bilingual Education in the United States:An Historical Overview and Examination of Two-way Immersion[J].Educational Review,2015,Vol.67(02):236-252.
[9]Howard,E.,&J.Sugarman.Two-way Immersion Programs:Features and Statistics.Washington,DC:Center for Applied Linguistics[EB/OL].http://www.cal.org/resources/digest/,2001.
[10]Umansky,I.&Reardon,S.(2014).Reclassification Patterns among Latino English Learner Students in Bilingual Dual Immersion,and English Immersion Classrooms[J].American Educational Research Journal,2014,Vol.52(03):866-879.
[11]刘丽敏.二战后美国语言教育政策的嬗变及其驱动因素[J].淮北师范大学学报,2018,(06):99-104.