美国少数民族双语教育政策及其特点  

Bilingual Education Policies for Ethnic Minority Students and Their Characteristics in United States

作　　者：何倩[1] 刘宝存[1] 

机构地区：[1]北京师范大学国际与比较教育研究院,北京100875

出　　处：《比较教育研究》2014年第9期4-11,共8页International and Comparative Education

基　　金：顾明远教授主持的国家社会科学基金"十一五"规划2010年度教育学重大(重点)课题"主要国家民族教育政策比较研究"(项目编号:ADA100008)的阶段性研究成果之一

摘　　要：长期以来,由于受语言的限制,许多少数族裔学生在学业成绩上远远落后于母语为英语的学生。为了帮助英语水平有限的少数民族学生获得平等的教育机会,1968年,美国联邦政府颁布了首个《双语教育法》。虽然到20世纪初该法案最终取消,但相关政策为推动美国少数民族双语教育发展发挥了重要作用。从政策变迁过程来看,政治力量介入使得美国双语教育政策的变迁过程充满了曲折和反复;从政策价值取向来看,由于政策决策者对少数民族语言的态度转变,导致美国双语政策价值取向由"语言是权利"和"语言是资源"走向"语言是问题";从政策执行过程来看,联邦政府非常重视推进学区的自身能力建设。Compared with English speaking students, ethnic minority students have been legging behind in academic performance due to language limitation. In order to ensure ethnic minority students to get equal access to education,the federal government of the U.S enacted the first bilingual education act in 1968. Although the act was eliminated in the beginning of new century, it is admitted that these policies have made great contributions to the development of bilingual education in United States. Bilingual education policy changes are characterized with reversals and zigzags. And the policy orientations change occasionally based on the different attitudes held by policydecision makers in different periods,from “language as right”, “language as resource” to“language to problem”. Besides, the federal government put much emphasis on the capacity-building of school district in bilingual education in order to implement these policies

关 键 词：美国 双语教育 政策 少数民族语言 

分 类 号：G759[文化科学—教育学]