试析二十世纪末美国加州新双语教育政策——加州227提案获胜的动因及其影响

【作者】 吴剑丽；

【导师】 袁锐锷；

【作者基本信息】 华南师范大学 ， 比较教育学， 2003， 硕士

【摘要】 美国自1968年通过双语教育法以来，几十年的双语教育取得了不小的成效，同时也暴露出许多问题，效果远远达不到主流社会的要求，教育环境与现状需要能够更有效地提高移民孩子英语水平的教育政策与计划。到80年代双语教育已成为教育理论家乃至整个社会争论的热点。1998年加利福尼亚州通过了“为了移民孩子的英语教育”提案(227提案)，新的政策要求为所有英语水平有限的学生提供英语浸入式学习计划并且一年内转入主流课堂。 从教育政策学的角度分析其形成的动因，发现227提案之所以能成为双语教育新政策，是因为其目标与美国社会的政治经济的现实主义相一致，符合主流社会把英语作为统一语言的愿望，因此有其一定的合理性与适切性。然而，由于政策的制订缺乏充分的理论依据及科学论证，导致执行过程中出现不少误区和问题，致使新政策的执行效果及教育结果仍然不理想。从心理语言学及双语教育理论的角度分析，该提案很大程度上违背语言习得原则，不利于儿童语言及认知水平的发展；另外，该提案只考虑语言文化的统一与融入，把母语教育与英语教育对立起来，从社会语言学分析，会给长期教育目标带来负面影响。因此，227提案也不是一剂医治移民孩子教育问题的良药。 本文运用文献分析、个案分析、比较分析、归纳等“质的研究”方法，对加州227提案进行分析与研究，至少得出三方面的启示：1)教育政策的制定要经过对其政治、经济、技术上的可行性的科学论证，以保证实施过程中政策的有效性；2)双语教育政策的制定、贯彻与执行要建立在语言与教育科学的基础上；3)在寻求提高英语水平有效途径的同时，应兼顾发展与保存少数民族的母语与文化价值观。针对我国目前日益趋热的双语教育，我们的建议有三：1)我国的双语教育政策的制定与执行要尊重我国国情；2)只在高等院校大范围开设学科双语课程，因为在高校这个层次，学生的母语、英语水平与认知水平方可达到这样的高度——双语教育有利于教育目的实现；3)制定双语教育计划时既要考虑教育的灵活性，又要实现双语教育的规范性。更多还原

【Abstract】 Bilingual education in United States of America has contributed a lot to children with limited English proficiency (LEP) since the Act of Bilingual Education was taken into effect in 1968. But there are still many problems existing. Many children cannot go into the mainstream classroom after several years’ study in school. Under such situation, more effective educational programs are needed to improve LEP children’s English. There were heated arguments about bilingual education in America in 1980’s and 1990’s. Proposition 227, which was known as "English Language Education for Immigrant Children in Public Schools," was passed in 1998. The new state law requires all instructions in class should be in English. English learners would be placed temporarily in a program called "sheltered English immersion" with a temporary transition period of one year.From the perspectives of education policy, we found the goal of Proposition 227 is in line with the economic and political realism in the American society, and this is in keeping with the aspirations of the mainstream society梠ne nation one language. Therefore there is some rationalization and appropriation in it. However, the formulation of this policy is deficient on theoretical basis and also lacks scientific grounds of arguments, which leads to many problems and which brings many difficulties in implementation. From the point of view of psycholinguistics and bilingual education theory, new policy does not conform to principles of language education and unbeneficial to language and cognitive development for the LEP children. From social-linguistic perspectives, it will bring passive effect to long-term achievements of the children from the minority family. Therefore new policy is an ethically unsound education policy.With the methods of literature review and comparison, this study analyzes the specific case桺roposition 227, we can gain a great deal of enlightenment. 1) The formulation of education policy should be scientifically analyzed to make sure it workable not only from the perspectives of politics and economy but also in technology during implementation. 2) It should be guided by some scientific theories such as linguistics and education. 3 ) When seeking the effective method of improving English, developing and preserving the heritage language and culture should also be take into account.We may also give some suggestion to bilingual education in China: 1) The formulation and implementation of the education policy should depend on our country’s conditions. 2) When students have age-appropriate competence in both mother and English languages, and positive cognitive capability, the goal of the bilingual education will be benefited. Therefore, academic bilingual curriculum may be started in wide range on university or college level. 3) The formulation and implementation of bilingual programs should take the flexibility of education into account and regulation of bilingual education as well.更多还原