美国语言教育政策的科学性——兼论双语与外语教育政策的异曲同工之妙

当代外语研究 ›› 2013, Vol. 13 ›› Issue (05): 38-42.

美国语言教育政策的科学性——兼论双语与外语教育政策的异曲同工之妙

张桂菊

广东金融学院,广州,510521

出版日期:2013-05-15 发布日期:2020-07-25
作者简介:张桂菊,广东金融学院外语系副教授。主要研究方向为外语教育政策及语言教育政策。电子邮箱:guijuzhang@126.com
基金资助:
*本研究得到广东省哲学社会科学“十一五”规划2010年度一般项目(编号GD10CJY04)以及2012年中国外语教育基金项目(编号ZGWYJYJJ2012A54)的资助。

Scientific Nature of American Language Education Policy: Concurrently on the Similar Results of Policies of Bilingual and Foreign Education Language

ZHANG Guiju

Online:2013-05-15 Published:2020-07-25

摘要/Abstract

摘要： 富有科学性的语言教育政策必须符合儿童语言学习的发展规律,并与国家的核心利益相一致,语言教育政策的政治性不能凌驾于儿童的语言发展,以及语言及教育专家或专业组织的研究和论证之上。本研究梳理了美国的双语与外语教育政策研究,探讨了美国语言教育政策的科学性这一重要议题。研究发现:(1)美国关键外语人才匮乏,但国内的外语资源却未能得到合理的开发和利用;(2)过分强调唯英语教学,导致多语学习环境浸润的缺失;(3)决策者的政治导向致使语言教育政策“忽略”培养英语以外的外语人才。为此,联邦政府应加强对少数族裔语言和文化资源的开发和利用,化解当下语言教育政策中存在的悖论,以求未来的多语或双语教育政策与外语教育政策达到异曲同工之妙。

关键词: 科学性, 外语教育政策, 双语教育法, 英语习得法

Abstract: Scientific language education policy must accord with the law of children's language learning development and nation's core interest. Political needs should not override children's language development and deep research and wide proof made by language and education experts. This paper finds that there is a great demand for talents of key languages and foreign language resources have not been fully exploited, that over-emphasis on English teaching results in the absence of multi-language learning environment, and that cultivating language talents other than English has been overlooked because of political concern. Therefore, the federal government should strengthen utilization of minority languages and cultures and solve paradoxical problems in language education policy, and multilingual education policies can be different in approaches but equally satisfactory in result.

中图分类号:

H319

张桂菊. 美国语言教育政策的科学性——兼论双语与外语教育政策的异曲同工之妙[J]. 当代外语研究, 2013, 13(05): 38-42.

ZHANG Guiju. Scientific Nature of American Language Education Policy: Concurrently on the Similar Results of Policies of Bilingual and Foreign Education Language[J]. Contemporary Foreign Languages Studies, 2013, 13(05): 38-42.

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