An Analysis on the Differentiation between Diglossia and Bilingualism     

ZHANG Ying 《海外英语》2014,(11)

Despite a hot and sensitive topic in China, the practice and education of bilingualism has been misunderstood in some areas because people have little sense of it. This paper is to differentiate the di...  相似文献   

‘Invisible’ teachers of literacy: collusion between siblings and teachers in creating classroom cultures     

Eve Gregory 《Literacy》2004,38(2):97-105

The promise to raise literacy standards significantly at age 11 in economically disadvantaged areas has been an important part of the present British Government's educational policy. Integral to this promise has been the introduction of official home/school ‘contracts’ or ‘agreements’, which oblige parents to engage in specific literacy activities with their children. However, evidence from a longitudinal study of family literacy practices in East London suggests that family and community members other than parents might play a crucial role in initiating young children into literacy. Siblings particularly have been found to be efficient ‘teachers’ of school literacy practices. In this paper, I investigate particularly ways in which an unspoken collusion takes place between teacher and older sibling revealed during ‘play school’ sessions in Bangladeshi British households in East London.  相似文献   

关于新疆双语教育工作的调研报告     

《新疆教育学院学报》2011,(4):19-29

2011年4月12—24日,自治区关心下一代工作委员会组成四个调研组,分别就推进新疆学前和中小学双语教育工作在南北疆地区进行了调研。调研结果表明,新疆学前和q-小学双语教育还有许多问题亟待解决,文章就存在的问题提出了一些对策和建议。  相似文献   

An Analysis on the Differentiation between Diglossia and Bilingualism     

ZHANG Ying 《海外英语》2014,(22):277-278

Despite a hot and sensitive topic in China,the practice and education of bilingualism has been misunderstood in some areas because people have little sense of it.This paper is to differentiate the diglossia and the bilingualism to make it clear that it is important and necessary to put into practice the bilingualism and bilingual education in parts of China.  相似文献   

Positive Effects of Bilingualism: Divergent Thinking and Its Implications for Language Education     

ZHENG Bing-jie 《海外英语》2014,(22):284-287

The issue of bilingualism has been widely explored in the past decades,showing that there are multiple positive effects of"additive bilingualism".Such positive factors are closely linked with children’s cognitive development and intelligence.This paper gives a detailed review on how bilingualism plays a role in children’s divergent thinking ability.Fully taking advantage of such positive effects in language education should be a significant part for bilingual education and foreign language programs.Thus,this paper further discusses the educational implications of these theoretic findings,suggesting that an additive bilingual environment should be cultivated through multiple ways of curriculum and program planning.  相似文献   

新疆中小学少数民族“双语“师资“培训者“的现状、出路分析(上)     

曾建  刘怀国  肖文峰 《乌鲁木齐成人教育学院学报》2006,14(4):85-89

自治区"双语"师资培训启动以来,先后有18所院校约190名教师参与"双语"师资培训工作.文章从汉语水平、教学能力、专业知识水平以及培训者的实验教学能力等方面考察了全疆双语师资"培训者"中汉语教师和专业教师的现状,并对此进行了对策研究.  相似文献   

Assessments to evaluate bilinguals: The overdue discussion of the deaf and hard of hearing student population in the United States     

Leala Holcomb  Gloshanda Lawyer 《Psychology in the schools》2020,57(3):426-442

Assessment is a major part of the United States schooling system. Legal requirements make assessment a large part of practitioner responsibilities. The significance of assessment is, even more, the case for special populations such as bilingual hearing and Deaf and Hard of Hearing students, groups that are often the target of concern for English language development delays, differences, and/or disorders. In this article, we discuss the issues around assessing the language of Deaf and Hard of Hearing bilingual students in the United States. We highlight parallels between Deaf Education and hearing bilingual education in regard to language assessment, as well as discuss important distinctions such as the placement of Deaf Education within Special Education and working with two or more language modalities (e.g., signed, spoken, and written). In addition, alternative language assessment practices are discussed. We close this article by proposing ways for practitioners to satisfy legal and field mandates to assess Deaf and Hard of Hearing students while also applying best practices for assessing language skills in bilingual populations.  相似文献   

探寻少数民族双语师资培训的最佳途径——小学语文教法培训的实践与探索     

史亚琴 《乌鲁木齐成人教育学院学报》2008,16(1):85-87

文章以小学语文教法培训的实践为例,探讨了少数民族双语师资培训的最佳途径,认为通过现代教学理念,确立阶段教学目标、因材施教、抓好“双基”教学等方法是少数民族双语师资培训有效途径。  相似文献   

Linguistic awareness skills in grade one children in a French immersion setting     

Hyla Rubin  Anne Turner 《Reading and writing》1989,1(1):73-86

This study examined the ability of children in French immersion and English programs to analyze the internal structure of spoken words in relation to their early reading and spelling abilities in English. Thirty-two children in the first grade were given a modified version of the Auditory Analysis Test, and reading and spelling tasks that included both real words and non-words. Results indicated that French immersion children were more proficient than their English program peers at explicitly analyzing spoken words and that the groups did not differ when reading and spelling orthographically regular real words and non-words. The English program children performed better than their French program peers only when reading orthographically irregular English words. These results demonstrate that second language learning enhances metalinguistic awareness and help to explain why children in immersion programs do not experience long-term difficulty in acquiring English written language skills.  相似文献   

“Hispanic” children: Theoretical,empirical, and related policy issues     

Eugene E. Garcia 《Educational Psychology Review》1992,4(1):69-93

Not only are school-age ethnic and racial minority children one of the fastest growing segments of the U.S. population, they are also one of the most vulnerable. Hispanic children in particular are representative of the at-risk status of minority populations, displaying a portrait of unrealized social, educational, and employment success. This paper addresses the background and history of U.S. social and educational policies as they relate to the Hispanic student. Recent empirical findings are presented which support the following: (a) the bilingual character of Hispanic children is not a linguistic, cognitive, or educational liability and, in fact, should be employed to promote academic achievement; (b) the culture of the Hispanic family and child are better understood with regard to socialization variables and the potential differences they produce when directly compared to Anglo culture; and (c) educational strategies for Hispanic students that respect and integrate students' social, psychological, and linguistic attributes serve students effectively.  相似文献