美国双语教育模式对中国民族学前双语教育的启示
南开大学, 外国语学院, 天津 300071
| 摘 要： | 双向沉浸式双语教育作为强势双语教育的一种，以其鲜明的特色和独特的实施方式在以美国为首的多民族、多语言、多文化的西方国家广为实践，并取得了积极成果。本文首先对双向沉浸式双语教育的实施模式、特点和局限性进行了总结梳理。在此基础上，结合中国少数民族地区的实际情况，提出在民族地区幼儿园试点实施该模式的建议：加大国家的政策扶植力度，支持和保障学前双语教育的大力发展；稳定、壮大双语教师队伍，提高双语教师素质；推动民汉合园，实现优质教育资源共享；鼓励汉族儿童学习少数民族语言；开发学前双语教学资源，加强学前双语教材建设；培育良好的学前双语教育家庭环境和社区环境。总之，双语教育以其培养双语双文化人的特殊功能在国家未来的长远竞争中起着举足轻重的作用，尝试在中国民族地区试点推进TWI模式的学前双语教育是无疑是有益的探索和大胆的创新。 |
| 关 键 词： | 双语教育; 双向沉浸式双语教学; 少数民族; 学前教育 |
| DOI： | 10.57237/j.edu.2023.01.002 |
View:
Downloads:
收稿日期: 2023-01-09
接受日期: 2023-03-07
在线出版日期: 2023-03-28
The Enlightenment of US Bilingual Education Model to Ethnic Minority Preschool Bilingual Education in China
School of Foreign Languages, Nankai University, Tianjin 300071, China
| Abstract: | Two-way immersion (TWI) bilingual education, as a model of strong bilingual education with distinctive characteristics and a unique way of implementation, has been widely practiced in many multi-ethnic, multilingual and multicultural countries, such as the US, and has achieved positive results. This article summarizes and analyzes the implementation mode, characteristics and limitations of the TWI program. In the light of the local conditions of ethnic minority areas in the country, this article also puts forward suggestions on the trial implementation of TWI program in pilot kindergartens in ethnic areas: strengthen national policy support and ensure the vigorous development of preschool bilingual education; stabilize and enhance the quality of bilingual teachers; promote the integration of Han nationality and ethnic minorities as well as realize the sharing of high-quality educational resources; encourage Han children to learn minority languages; develop preschool bilingual teaching resources and facilitate the construction of preschool bilingual teaching materials; and foster a good family and community environment for preschool bilingual education. In a word, bilingual education plays a pivotal role in the long-term competition of the country bearing a special function of cultivating bilingual talents. It is undoubtedly a beneficial exploration and bold innovation to attempt to pilot TWI preschool bilingual education in ethnic minority areas of China |
| Keywords: | Bilingual Education; Two-Way Immersion; Ethnic Minorities; Early Childhood Education |
基金
| 1. | 第十一批中国外语教育基金“新时代国际理解教育融入中学外语教学的实践研究” (ZGWYJYJJ11A088) |
| 2. | 2020中国外语教材研究专项基金“美国中小学英语母语教材与国内本土英语教材之对比研究” (ZGWYJCYJ2020503) |
| 3. | 2021年度天津市教委科研计划专项任务项目（外语教育）“新时代课程思政融入外语教材创新研究” (2021ZXWY-YB01) |
参考文献
| [1] | Alanis, I. (2000). A Texas two-way immersion bilingual program: Its effect on linguistic and academic achievement [J]. Bilingual Research Journal, 24, 225-248. |
| [2] | Alanis, I., & Rodriguez, M. (2008). Sustaining a dual language immersion program: Features of success [J]. Journal of Latinos and Education, 7, 305-319. |
| [3] | Baker, C. (2006). Foundations of bilingual education and bilingualism [M]. Clevedon: Multilingual Matters, |
| [4] | Barnett, W. S., Yarosz, J. T., Jung, K., & Blanco, D. (2007). Two way and monolingual English immersion in preschool education: An experimental comparison [J]. Early Childhood Research Quarterly, 22, 277-293. |
| [5] | Beal, C., Adams, N., & Cohen, P. (2010). Reading proficiency and mathematics problem solving by high school dual language learners. Urban Education, 45, 58-74. |
| [6] | Cabell, S., Justice, L., Konold, T., & McGinty, A. (2010). Profiles of emergent literacy skills among preschool children who are at risk for academic difficulties. Early Childhood Research Quarterly, 26, 1-14. |
| [7] | Calvo, A., & Bialystok, E. (2014). Independent effects of bilingualism and socioeconomic status on language ability and executive functioning [J]. Cognition, 3, 278-288. |
| [8] | De Jong, E., & Howard, E. (2009). Integration in two-way immersion education: Equalizing linguistic benefits for all students [J]. International Journal of Bilingual Education and Bilingualism, 12, 81-99. |
| [9] | Feinauer, E., & Howard, E. R. (2014). Attention to the third goal: Cross-cultural competence and identity development in two-way immersion programs [J]. Journal of Immersion and Content-based Language Education, 2, 257-272. |
| [10] | Garcia, E. E., & Curry-Rodriguez, J. E. (2000). The education of limited English proficient students in California schools: An assessment of the influence of proposition 227 in selected districts and schools [J]. Bilingual Research Journal, 24, 1-21. |
| [11] | Garcia, O., & Kleifgen, J. A. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners [M]. New York: Teachers College Press. |
| [12] | Genesee, F. (2006). Educating English language learners: A synthesis of research evidence [M]. New York: Cambridge University Press. |
| [13] | Jong, E, J. D. (2016). Two-way immersion programs: Features and statistics [J]. International Multilingual Research Journal, 1, 6-16. |
| [14] | Kim, Y. K., Hutchison, L. A., & Winsler, A. (2015). Bilingual education in the United States: A historical overview and examination of two-way immersion [J]. Educational Review, 2, 236-252. |
| [15] | Kovelman, I., Baker, S. A., & Petitto, L. A. (2008). Bilingual and monolingual brains compared: A functional magnetic resonance imaging investigation of syntactic processing and a possible "neural signature" of bilingualism [J]. Journal of Cognitive Neuroscience, 20, 153-169. |
| [16] | Lindholm-Leary, K. J. (2001). Dual language education [M]. Clevedon: Multilingual Matters. |
| [17] | Netten, J., & Germain, C. (2004). Theoretical and research foundations of intensive French [J]. The CanadianModern Language Review, 60, 275-294. |
| [18] | Ochoa, S. H., & Rhode, R. L. (2005). Assisting parents of bilingual students to achieve equity in public schools [J]. Journal of Educational and Psychological Consultation, 16, 75-94. |
| [19] | Palmer, D. (2008). Building and destroying students' academic identities: The power of discourse in two-way immersion classroom [J]. International Journal of Qualitative Studies in Education, 21, 647-667. |
| [20] | Romich, J. L. (2006). Randomized social policy experiments research on child development [J]. Applied Developmental Psychology, 27, 136-150. |
| [21] | Thomas, W. P., Collier, V., & Abbott, M. (2011). Academic achievement through Japanese, Spanish, or French: The first two years of partial immersion [J]. The Modern Language Journal, 77, 170-179. |
| [22] | Salomone, R. (2010). True American: Language, identity, and the education of immigrant children [M]. Cambridge, MA: Howard University Press. |
| [23] | Schiller, P. (2010). Early brain development research review and update [J]. Exchange, 11, 26-30. |
| [24] | Yesil-Dagli, U. (2011). Predicting ELL students' beginning first grade English oral reading fluency from initial kindergarten vocabulary, letter naming, and phonological awareness [J]. Early Childhood Research Quarterly, 26, 15-29. |
| [25] | 付东明, 方晓华. (2014). 双语教师教育研究 [M]. 北京语言大学出版社. |
| [26] | 刘瑛, 田兴江, 隗峰. (2011). 公益视野下新疆学前双语教育的实践路径 [J]. 学前教育研究, 12, 13-17. |
| [27] | 李刚, 邓峰. (2017). 美国少数民族双语教育历史演变及规律探索 [J]. 民族教育研究, 2, 118－124. |
| [28] | 闵兰斌, 刘宾. (2015). 新疆促进学前双语教育发展的举措分析 [J]. 学前教育研究, 2, 27-29. |
| [29] | 宋雪松, 张忠梅. (2008). 儿童语言习得认知观与早期双语教育 [J]. 学前教育研究, 1, 52-54. |
| [30] | 汤允风, 王阿舒. (2016). 多元文化背景下新疆学前双语教育之困境与对策 [J]. 中央民族大学学报 (人文社会科学版), 36, 44-48. |
| [31] | 万明钢, 刘海健. (2012). 论中国少数民族双语教育－从政策法规体系建构到教育教学模式变革 [J]. 教育研究, 8, 81-87. |
| [32] | 王有春. (2008). 美国双语教育的历史演进 [J]. 外国教育研究, 5, 86－91. |
| [33] | 肖健飞. (2014). 新疆学前双语教育现状、问题及对策研究 [J]. 民族教育研究, 6, 113-118. |
| [34] | 周恒, 吴瑞林, 孙菲菲. (2018). 双向双语教育模式对中国少数民族双语教育的启示 [J]. 民族教育研究, 6, 127-133. |
