美国《双语教育法》颁布的社会背景研究——基于霍姆斯的四模式分析框架

在美国的中小学校除英语之外讲各种语言的学生,或者说那些不会讲英语的学生,他们的教育需求长期得不到妥善的解决。1968年颁布的《双语教育法》表明,美国联邦政府承认了美国学校体制中长期存在的只能使用英语教学的单语教学问题,如何使教学语言多样性是一个亟待解决的核心问题。以霍姆斯的四模式为分析框架,把颁布《双语教育法》时纷繁复杂的社会背景置于规范模式、组织制度模式、精神状态模式和自然环境模式中进行分析,结果显示:(1)移民人口剧增并逐步扩展到新的区域,给美国公立学校造成了巨大压力;(2)司法判例对所实施的隔离但平等原则的彻底否定催生了新的希望;(3)少数族裔群体谴责主流社会的不公平,他们要求身份认同和获得更多权利的呼声愈来愈大;(4)联邦政府对保障国防安全、消除贫困现象等多重利益的考量,促成了《双语教育法》的颁布。

The Social Background of Issue of Bilingual Education Act —Based on Holmes' Four Modes as an Analysis Framework

Education needs of the students who speak various languages or cannot speak English in American high schools are not being properly solved for a long time.Bilingual Education Act which was issued in 1968 shows that the federal government recognizes English as a monolingual existence for long in its school system,and language diversity as the core problem has been placed on the urgent agenda.Based on Holmes’ four modes as an analysis framework,complicated social backgrounds of Bilingual Education Act are put into normative and institutional patterns,patterns of mental states and natural environment.Research findings state that the following factors facilitate the issue of Bilingual Education Act.Immigrant population explosion and gradually expansion into new areas challenge public schools.Prevailing judicial cases make great differences in legal aids.Minority groups condemned the inequity of America mainstream society and demand more rights and stress.Federal government takes multiple interests of national defense and eliminating poverty into consideration.