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No.7 (1998/10) >

 
Title :アメリカ合衆国の文化的多様性とESL児童教育
Title alternative :ESL Education in the US : How Do They Tackle Cultural Diversity?
Authors :東矢, 光代
Authors alternative :Toya, Mitsuyo
Issue Date :Oct-1998
Abstract :This paper attempts to prove that current U.S. bilingual education is reinforced by political and social pressure that no language but English should be used as a means of classroom communication. The fact that the U.S. government and the "majority" of the public support as similation rather than cultural pluralism makes it difficult to introduce more immersion programs which would facilitate minority children's first (non-English) and second (English) language ability as well as pride in their cultural identity. Many ESL teachers now try to understand minority children's problems in terms of their cognitive development and home and community environment, encouraging parents' involvement and the use of their home language outside school. However, the paper also sees the limitations of such an ESL framework since, in order to achieve real cultural enrichment in the U.S., it would be necessary for the majority to have opportunities to be educated in minority languages as well.
Type Local :紀要論文
ISSN :0919-4215
Publisher :琉球大学法文学部国際言語文化学科欧米系
URI :http://hdl.handle.net/20.500.12000/2699
Citation :言語文化研究紀要 : Scripsimus no.7 p.61 -78
Appears in Collections:No.7 (1998/10)

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