美国《双语教育法》颁布的社会背景研究——基于霍姆斯的四模式分析框架

发布时间：2018-07-24 12:03

【摘要】：在美国的中小学校除英语之外讲各种语言的学生,或者说那些不会讲英语的学生,他们的教育需求长期得不到妥善的解决。1968年颁布的《双语教育法》表明,美国联邦政府承认了美国学校体制中长期存在的只能使用英语教学的单语教学问题,如何使教学语言多样性是一个亟待解决的核心问题。以霍姆斯的四模式为分析框架,把颁布《双语教育法》时纷繁复杂的社会背景置于规范模式、组织制度模式、精神状态模式和自然环境模式中进行分析,结果显示:(1)移民人口剧增并逐步扩展到新的区域,给美国公立学校造成了巨大压力;(2)司法判例对所实施的隔离但平等原则的彻底否定催生了新的希望;(3)少数族裔群体谴责主流社会的不公平,他们要求身份认同和获得更多权利的呼声愈来愈大;(4)联邦政府对保障国防安全、消除贫困现象等多重利益的考量,促成了《双语教育法》的颁布。
[Abstract]:The educational needs of students in primary and secondary schools in the United States who speak various languages other than English, or those who do not speak English, have not been properly addressed for a long time. The Bilingual Education Act of 1968 shows that The Federal Government of the United States has acknowledged the long-standing problem of monolingual teaching in the American school system, which can only be used in English teaching, and how to make the language of instruction more diverse is a core problem to be solved urgently. Taking Holmes' four models as the analytical framework, the complicated social background of the promulgation of the Bilingual Education Law is placed in the normative model, the organizational system model, the mental state model and the natural environment model. The results show that: (1) the immigrant population has increased dramatically and gradually expanded to new areas, Putting great pressure on public schools in the United States; (II) the total denial of the principle of segregation and equality imposed by judicial jurisprudence has given rise to new hopes; and (III) minority groups have condemned the inequities of mainstream society, Their calls for identity and more rights are growing; (4) the federal government's consideration of the multiple interests of safeguarding national defense and eradicating poverty has led to the enactment of the Bilingual Education Act.
【作者单位】：广东金融学院外语系;
【基金】：广东省哲学社会科学“十一五”规划项目“港、澳、台语言教育政策对比研究”(GD10CJY04)阶段性成果
【分类号】：H09

【参考文献】