美国P-12阶段第二语言教育主要政策述评  

A Study of Second Language Education Policy for P-12 in America

作　　者：于兰[1] 

机构地区：[1]渤海大学外国语学院,辽宁锦州121000

出　　处：《外国教育研究》2017年第5期26-35,共10页Studies in Foreign Education

基　　金：辽宁省高等学校优秀人才支持计划资助项目;辽宁省社会科学规划基金项目"辽宁幼儿第二语言教育现状及对策研究"(课题编号:L16BYY005)

摘　　要：美国P-12阶段的第二语言教育分为针对英语母语学生的非英语教育和针对非英语母语学生的英语教育,与之对应,其政策制定机构也主要划分为美国外语教育委员会和英语二语和它语教师协会。从20世纪末到21世纪初叶,上述委员会和协会就第二语言教育师资培养和学生学业标准颁布了多项政策,借以推动美国第二语言教育的改革和发展。美国第二语言教育的相关政策对我国有着重要的借鉴价值,首先,我们应赋予非官方的第二语言教育专业机构以更大的自主权,充分发挥其专业优势;第二,应注重第二语言教育的文化传播功能,将语言教育作为国际理解、文化交融的有效途径;第三,应确保第二语言教育的实用导向,培养学生的语言运用能力;第四,应注重二语教师全方位的专业发展,使他们成为教学的"参与者"和"学习者"。The second language education for P-12 in America can be divided into non-English education for native speakers and English education for non-native speakers. Thus, the policy-making institutions can be divided into ACTFL and TESOL. From the end of last century to the beginning of this century, ACTFL and TESOL issued many policies about second language teacher development and students＇ academic standards, in order to promote the development and reform of second language education. Second language educa- tion policies in America provide important reference value for China. First, unofficial institutions of second language education should be given more autonomy to make full use of their professional advantages; second, the cultural diffusion function of second language ed- ucation should be emphasized, taking language education as the effective way of international understanding and cultural integration; third, the pragmatic orientation of second language education should be guaranteed to develop students＇ capacity of language applica tion; fourth, all-round professional development of second language teachers should be emphasized to make them become the ＂participants＂ and ＂learners＂

关 键 词：美国 P-12阶段 第二语言教育 政策 

分 类 号：G40-055[文化科学—教育学原理]