加拿大双语教育及其对我国英语教育的启示
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摘要
加拿大是个多民族国家，民族多元化，文化多样性是其显著特色。加拿大在民族融合、语言教育和文化保留方面取得很多宝贵的经验。本文以加拿大的双语教育为切入点，着重论述了加拿大法语沉浸式教学的几种形式以及所取得的成功经验, 并探讨此教学形式对我国英语教育的启示。本文有五部分组成。第一部分简要论述了双语在当今社会的重要性以及双语教育在中国的现状，从而引出本文写作的实际意义。第二部分为文献综述，综述了古今双语教育的发展状况。第三部分为理论部分，分析了双语教育的理论根据。第四部分是本文的重点，通过介绍加拿大双语教育的几种模式，分析了法语沉浸式教育产生的由来及取得的成就，指出双语教育的成功之处。第五部分探讨了沉浸式教育的启示意义。我国的英语教学已进行多年取得了丰硕的成果，但也存在一些问题。文章分析了沉浸式教育成功的几大特点，建议在我国经济发达地区可以尝试英语沉浸式教育；并提出几点建议供参考。
Canada is a nation with the characteristics of multiethnic and cultural pluralism. She has gained a lot of valuable experience in ethnic integration, language education and cultural retention. The thesis, from the perspective of Canadian's bilingual education, elaborates on several variants of French immersion program in Canada and its successful experience and then discusses its implications for China' English teaching. The thesis consists of five sections. Section One is an introduction briefing the importance of bilingualism in modern times and the current situation of bilingual education in China so as to elicit the practical points of writing the paper. Section Two is the literature review which reviews the literature of bilingual education home and abroad from past to present. Section Three makes an analysis of the theoretical foundations which underpin the development of bilingual education. Section Four is the key to the thesis. In this part the paper analyzes the seven models of bilingual education and then specifies the French immersion education and its success. Section Five probes into the implications of French immersion education for English teaching in China. The thesis sums up the main features of immersion education and then puts forward some suggestions for researchers and teachers to be considered
Canada is a nation with the characteristics of multiethnic and cultural pluralism. She has gained a lot of valuable experience in ethnic integration, language education and cultural retention. The thesis, from the perspective of Canadian's bilingual education, elaborates on several variants of French immersion program in Canada and its successful experience and then discusses its implications for China' English teaching. The thesis consists of five sections. Section One is an introduction briefing the importance of bilingualism in modern times and the current situation of bilingual education in China so as to elicit the practical points of writing the paper. Section Two is the literature review which reviews the literature of bilingual education home and abroad from past to present. Section Three makes an analysis of the theoretical foundations which underpin the development of bilingual education. Section Four is the key to the thesis. In this part the paper analyzes the seven models of bilingual education and then specifies the French immersion education and its success. Section Five probes into the implications of French immersion education for English teaching in China. The thesis sums up the main features of immersion education and then puts forward some suggestions for researchers and teachers to be considered
引文
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Baker,C.(200Oc). Three perspectives on bilingual education policy in Wales: Bilingual Education as language planning, bilingual Education as pedagogy and bilingual education as politics. In R.Daugherty, R.Phillips & G.Rees(eds.),Education policy in Wales: Explorations in Devolved Governance. Cardiff: University of Wales Press.
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Baker,C.,& Jones,S.P.(1998). Encyclopedia of Bilingualism and Bilingual Education. Clevedon: Multilingual Matters.
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Banks,J.A.(1992). African American scholarship and the evolution of multicultural education. Journal of Negro education, 273-86.
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Banks,J.A.(1998). The Lives and Values of Researchers: Implications for educating citizens in a multicultural society. In F. Schultz (ed.), Multicultural Education 99/00. Guilford, CT: Dushkin/McGraw-Hill.
Bowen,J.D.(1977). Linguistic perspectives on bilingual education. In B. Spolsky & R.Cooper (eds.), Frontiers of Bilingual Education. Rowley,MA: Newbury House.
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Canadian Education Association.(1992). French immersion today. Toronto: Canadian
Education Association.
Carey,S.T.(1991).The culture of literacy in majority and minority language schools. Canadian Modern Language Review, 47(5), 950-976.
Clark,H.,& Clark,E.(1977). Psychology and Language. New York: Harcourt Brace Jovanovich.
Cohen,A.D.,& Swain,M.(1976). Bilingual education: The immersion model in the North American context. In J.E.Alatis & K.Twaddell (eds.), English as a Second Language in Bilingual Education. Washington,DC: TESOL.
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Corson,D.(1992). Bilingual education po1icy and social justice. Journal of Education Policy, 7 (1), pp.45-69.
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Cummins,J.(1984b). Wanted: A theoretical framework for relating language proficiency to academic achievement among bilingual students. In C.Rivera (ed.), Language proficiency and academic achievement. Clevedon: Multilingual Matters.
Cummins,J.(1992a). Heritage language teaching in Canadian schools. Journal of Curriculum Studies, 24(3), 281-286
Cummins,J.(1992b). Bilingual education and English immersion: The Ramirez Report in theoretical perspective. Bilingual Research Journal,16(1&2), 91-104.
Cummins,J.,& Sayers,D.(1996). Multicultural education and technology: Promise and pitfalls. Multicultural Education, 3(3),4-10.
Dulay,H.,& Burt,M.(1974). Natural sequences in child second language acquisition. Language Learning,24: 37-53.
Dulay,H.,& Burt,M.(1975). A new approach to discovering universal strategies of child second language acquisition. In D.Dato(eds.),Developmental psycholinguistics: Theory and Applications. Georgetown University Round Table on Languages and Linguistics. Washington: Georgetown University Press. pp.209-233.
Dulay,H.,& Burt,M.(1977). Remarks on creativity in language acquisition. In M.Burt,H.Dulay & M.Finnochiaro(eds.), Viewpoints on English as a Second Language. New York: Regents. pp.95-126.
Dulay,H.,& Burt,M.(1978). Why bilingual education? A summary of research findings(2nd eds.). San Francisco,CA: Bloomsbury West.
Epstein,N.(1977). Language, Ethnicity and the Schools. Washington,DC: Institute for Educational Leadership.
Fabris,M.(1978). The acquisition of English grammatical functors by child second language learners. TESOL Quarterly,12, p.482.
Fishman,J.A.(1976). Bilingual Education. An International Sociological Perspective. Rowley,MA: Newbury House.
Fishman,J.A.(1980). Bilingualism and biculturalism as individual and as societal phenomena. Journal of Multilingual and Multicultural Development, 1,
3-15.
Fishman,J.A.(ed.).(1999). Handbook of Language and Ethnic Identity. New York: Oxford University Press.
Fradd,S.H.,& Boswell,T.D.(1996). Spanish as an economic resource in metropolitan Miami. Bilingual Research Journal,20,283-337.
Freed,B.(1980). Talking to foreigners versus talking to children: similarities and differences. In R. Scarcella and S. Krashen (eds.), Research in second language acquisition. Rowley,MA: Newbury House. pp.19-27.
García,O.,& Baker,C.(eds.).(1995). Policy and Bilingual Education: A reader extending the foundations. Clevedon: Multilingual Matters.
Gardner,R.C.,& Lambert,W.E.(1972). Attitudes and motivation in second language learning. Rowley,MA: Newbury House.
Genesee,F.(1983). Bilingual education of majority-language children: The immersion experiments in review. Applied Psycholinguistics,4,1-46.
Genesee,F.,& Gándara,P.(1999). Bilingual education programs: A cross national perspective. Journal of Social Issues,55 (4), 665-685.
Genesee,F.,Tucker,G.R.,& Lambert,W.E.(1975). Communication skills in bilingual children. Child Development,46,1010-1014.
Grosjean,F.(1982). Life with Two Languages. Cambridge,MA: Harvard University Press.
Grosjean,F.(1992). Another view of bilingualism. Cognitive Processing in Bilinguals,83,51-62.
Hamers,J.F.,& Blanc,M.H.A.(2000). Bilinguality and Bilingualism(2nd eds.). Cambridge: Cambridge University Press
Hatch,E.(1978a). Discourse analysis and second language acquisition. In E.Hatch (ed.), Second Language Acquisition. Rowly,MA: Newbury House. pp.401-435.
Heller,M.(1994). Crosswords: Language education and ethnicity in French Ontario. Berlin and New York: Mouton de Gruyter.
Heller,M.(1999). Linguistic minorities and modernity: A sociolinguistic ethnography. New York: Longman.
Hernández-Chávez,E., Burt,M.,& Dulay,H.(1978). Language dominance and proficiency testing: Some general considerations. NABE Journal,3(1),41-54.
Hoffmann,C.(1991). An Introduction to Bilingualism. London: Longman.
Holobow,N.E.,Genesee,F.,& Lambert,W.E.(1991). The effectiveness of a foreign language immersion program for children from different ethnic and social class backgrounds. Applied Psycholinguistics, 12 (2), 179-198.
Honig,B.(ed.).(1984). Studies on immersion education. California: California State Department of Education.
Johnson,R.K.,& Swain,M.(1997). Immersion Education: International Perspectives. Cambridge: Cambridge University Press.
Kallen,E.(1995). Ethnicity and Human Rights in Canada. Ontario: Oxford University Press.
Kessler,C.,& Idar,I.(1977). The acquisition of English syntactic structures by a Vietnamese child. Paper presented at the Los Angeles Second Language Acquisition Forum, UCLA,1977.
Krashen,S.(1982). Principles and practices of second language acquisition. Oxford: Pergamon Press.
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