学校应该淡化还是维持多语制?理论、研究与教育实践分析

Q3 Arts and Humanities Sustainable Multilingualism Pub Date : 2019-11-01 DOI:10.2478/sm-2019-0011
J. Cummins
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引用次数: 23

摘要

世界上大多数学校系统都优先考虑语言教学,并致力于培养学生的双语或多语言能力。然而,在许多情况下,学校也有系统地、有意地削弱移民背景和少数族裔学生发展多语言能力的潜力。这种对多语制的破坏要么是明确禁止学生在学校内使用母语(L1),要么是忽视学生带到学校的语言(善意的忽视)。在某些情况下,将学生的母语排除在外是合理的,理由是保持母语会阻碍学生融入主流社会。在其他情况下,排斥是基于这样一种信念,即语言之间存在竞争,在学校或家庭中使用母语将减少学生接触学校语言(L2)的机会。本文批判性地分析了这种时间-任务论证的有效性。我认为,研究表明,移民学生的学习成绩(L2)与在家或学校使用L1之间没有一致的关系。相比之下,一些研究综述强调了针对少数民族学生的双语课程的积极学术成果,以及在主流课堂上实施多语言或跨语言教学法的可行性。
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Should Schools Undermine or Sustain Multilingualism? an Analysis of Theory, Research, and Pedagogical Practice
Summary Most school systems around the world prioritize the teaching of languages and aim to develop bilingual or multilingual proficiencies among their students. However, in a large number of contexts, schools also systematically and intentionally undermine the potential of immigrant-background and minoritized students to develop multilingual abilities. This undermining of multilingualism operates either by explicitly prohibiting students from using their home languages (L1) within the school or through ignoring the languages that students bring to school (benign neglect). In some cases, exclusion of students’ L1 is rationalized on the grounds that maintenance of L1 will hinder students’ integration into the mainstream society. In other cases, exclusion is based on the conviction that there is competition between languages and use of the L1 either in school or home will reduce students’ exposure to the school language (L2). The validity of this time-on-task argument is critically analyzed in the present paper. I argue that the research shows no consistent relationship between immigrant students’ academic achievement (in L2) and use of L1 in the home or in the school. By contrast, several research syntheses have highlighted the positive academic outcomes of bilingual programs for minoritized students and also the feasibility of implementing multilingual or translanguaging pedagogies in the mainstream classroom.
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来源期刊
Sustainable Multilingualism
Sustainable Multilingualism Social Sciences-Linguistics and Language
CiteScore
0.50
自引率
0.00%
发文量
10
审稿时长
39 weeks
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