頁籤選單縮合
題名 | Language Attitude, Language Policy and Bilingual Education= |
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作者 | 陳榮安; |
期刊 | 雲林工專學報 |
出版日期 | 19950500 |
卷期 | 14 1995.05[民84.05] |
頁次 | 頁111-178 |
分類號 | 800.3 |
語文 | eng |
關鍵詞 | |
英文摘要 | This paper tries to explain the relationships between language attitudes and language policies, and their influence on the development, legislation and implementation of bilingual education in the United States. Decision making in the language policies can be influenced by political figures, for example, President Roosevelt was against using foreign language as instructional medium, President Reagan reluctantly approved the bilingual education by slashing its budget and even a strong lobbyist group, U.S. English, led by Senator Hayakawa, obejcted to the bilingua1 education that it could block the immigrants' adaptation to the culture of the host country and acculturation into the mainstream of Anglo-American society. The Civil Right movement led by Martin Luther King caused the ethnic people to fight for their ethnic identities, including cultural and linguistic backgrounds. Bilingual education was thus established. It began by helping the exiledCuban children in Florida at elemntary school level, as time lapsed, the gradual political advantages helped pass the Bilingual Education Act in 1968. Then various legislations, especia1ly the Decision of Rau v. Nichols, which originated from a lawsuit filed by Chinese immigrants in San Francisco to protest against the discriminative education programs against ethnic students, reinforced the legislative effect in implementation of, and funding to the bilingual education. Subsequent amendments and law-makings helped it to become a quire large scale in the whole educational system. But, ironica11y, recently quite a large number of immigrants, for instance, parents of the Chinese students in New York City opposed to the bilingual education on the ground that it would hinder their children's progress in learning English. The author tries to explain language attitudes first in pychological and philosophical meanings, assessment methods, and the included dimensions, then, review the historical development of bilingual education from the beginning until the present status. In affecting bilingual education throughout its development, language attitude, though not predominantly pervasive and pervalent, nor is it an obscure factor. It can be explicitly perceived, does not allow itself to be ignored, and hence requires the attention of language planning professionals, educators, administrators of this field, and socio-psychologists. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。