加拿大南亚移民文学作品述评——多元文化车轮之独特齿轮

20世纪后期,随着亚洲和太平洋地区移民的大量涌入,使得加拿大的多元文化问题变得愈加广泛而复杂.南亚移民文学作品通过对原籍国文化历史和社会风貌的追溯,表现这一移民群体对自我民族身份的探求和对本民族文化的弘扬.南亚移民作家的后期作品触及了加拿大的主题,记录了南亚移民艰难的生存和奋斗历程.在国家建构的过程中移民作家在文化兼精神层面的贡献已初显雏形,他们通过语言,利用自己的文字作为武器和策略,为本民族移民争取了应有的权力.     

西班牙中小学移民教育及实施

国际移民是指一个国家的公民通过不同的途径迁居至另一个国家,是一种跨国界的迁移。当移民提供了充足而廉价的劳动力．促进了迁入同经济发展的同时也带来了挑战,如环境问题、城市管理、不同语言文化群体生活方式的共存、宗教和价值观等问题。如何在一个开放的世界中,达到国家内部各民族、各阶层之间,特别是移民与原居民之间的高度认同和融合,一直是两班牙的社会议题之一。     

多元文化主义视角下加拿大土著民族语言教育研究

以提倡保护所有族群的文化权利与资源、维护语言文化多样性的多元文化主义对加拿大土著民族语言教育产生了重大影响,促成了加拿大土著民族语言教育的多元化取向。我国与加拿大同为多民族、多语言、多元文化国家,从多元文化主义视角探讨加拿大土著民族语言教育将为我国的语言教育理念与实践提供参考。     

加拿大多元文化主义语言教育政策研究

加拿大作为多民族、多语言、多文化国家,在语言教育政策领域秉承多元文化主义的治国理念,以语言教育认同观和语言教育权利观作为政策指导观,制定了多元文化主义语言教育政策。该政策为实现加拿大"多元一体"的社会格局奠定了和谐的语言基础;为加拿大各族群享有平等的语言教育权利提供了政策保证;为推动加拿大民族语言教育的新发展提供了政策支持。     

加拿大高中生睡觉时会做什么样的梦

2009年,我有幸被杂志社派往加拿大劳里埃大学进行工作交流,报道加拿大高中生的生活,自然也是此行不可缺少的一项重要内容。在加拿大,华人已是一个重要民族。据近几年来的非正式统计,平均每年有两万多中国人移民到这里,占加拿大每年移民总数的近10%。现在加拿大的华人总数已过百万,多集中于多伦多、温哥华及蒙特利尔等大都市,其来源地以中     

社会记忆对移民群体迁移的影响

关于移民群体迁移动因的讨论在社会学界一直是个热门话题,本文试图从社会记忆的角度发掘移民动因社会文化方面的因素,将移民群体和社会记忆理论相结合,尝试弥补过去解释移民动因理论比较强调经济方面因素而忽略社会文化影响的不足,引出今后可能的深入分析.     

翻译与民族文化特色

不同的民族有不同的文化特色,翻译时应充分保留,这样才能更好地吸收各民族语言文化中独有的精华,丰富本民族语言的表达方式,增加本民族语言文化的活力,引导读者在异域的文化天地里遨游。英语典故、成语、谚语、称谓以及委婉语等是集中体现着民族特色的语言现象,本文将就如何在翻译中保留它们的文化民族特色抛出浅见。     

加拿大移民第二语言能力提高策略研究

加拿大是一个移民国家,移民的第二语言能力发展与该国的综合发展密切关联。笔者利用两次赴加拿大实地学术考察的机会,通过与大量移民的直接交流、问卷调查结果统计以及对科研机构学者的调查报告分析、政府相关机构和独立机构的实地走访,从多个角度对加拿大移民第二语言能力提高策略进行了研究和评述,并从加拿大移民政策等宏观方面和第二语言课程开设等微观方面,对移民第二语言能力的真正提高给出了建设性的建议。     

英语区域性变体的异同及其产生的历史根源

英语区域性变体的历史根源是英国在世界上的扩张和殖民。文章从语音、语法等方面论述了美国英语、加拿大英语、澳大利亚英语、南非英语、印度英语等英语区域性变体的异同。探究了这些异同的原因是早期移民母语的影响,外来语的影响,土著民族语言的影响等。同时英语的区域性变体还有旧词新义、新创词等鲜明的民族特点     

美国独立战争的民族学再思考

从北美殖民地建立到独立战争爆发,北美各移民集团在语言、文化、宗教、政治等方面均有较大差异,尚未形成独立的民族意识,即便是英国移民集团也保持着对"母国"的民族认同。在独立战争前后,民族学意义上的"美利坚民族"并未形成,北美独立战争也不具有"民族解放"性质。     

Ethnicity,Religion, and Academic Preparedness: A Comparative Analysis of Chinese Supplementary Secular Schools and Nonsecular Church-Affiliated Schools

Little academic attention has been given to the supplementary education experience of immigrant students in the Canadian research literature, especially in a non-English speaking context such as Quebec. Yet these schools are important for understanding the influence of ethnicity as well as religion on the academic preparedness and social integration of immigrant/minority students in the public school system. From a comparative perspective, this study explores the role that secular Chinese language schools and nonsecular, church-affiliated schools play in responding to the educational needs of Chinese youth in the public schools. Data were collected through ethnographical observation in the two school contexts, as well as through in-depth interviews with Chinese immigrant students, their parents, school personnel, and church ministers. Through a Foucauldian analysis of discourse, the author found that attendance at Chinese supplementary schools benefitted these students’ academic preparedness in a variety of ways, such as the reinforcement and development of ethnic identity. In secular Chinese language schools, ethnicity seems to function through the interaction of cultural attributes and social ethnic structures, whereas in church-affiliated, nonsecular schools, the influence of ethnicity seems to shift to the impact of Christian discipleship. Through this process, church schools actually act as socializing agents that facilitate positive interpersonal relationships among peers and families.     

加拿大少数民族在政治斗争中的作用

加拿大的多元文化政策在如何在多民族国家中尊重少数民族权利、解决民族冲突和保持社会稳定方面开辟了新的途径。然而 ,多元文化政策的确立是加拿大国内全体少数民族长期的政治斗争的结果     

Ethnic, gender, and age preferences among deaf and hearing preschool peers

The present study concerns ethnic, age, and gender playmate preferences of deaf and hearing preschoolers who were observed during outdoor free play at their respective schools over a 7-month period. Hispanic, black, and white children were included. It was hypothesized that peer preferences would be less apparent among deaf children than among hearing children if these preferences were based on (a) language differences between ethnic groups (e.g., Spanish-English differences), age groups (e.g., verbal fluency differences), or gender groups; or (b) cultural values communicated by speech. Both deaf and hearing children preferred to play with children of the same ethnicity, gender, and age as themselves. In addition, play among children of the same ethnicity, gender, and age was qualitatively different from play among children of different ethnicity, gender, and age. The only effect of deafness was to decrease the amount of gender segregation that occurred. The results suggest that the development of ethnic, gender, and age playmate preferences is not dependent on intergroup language differences or spoken cultural messages. Several nonlinguistic factors that might contribute to early peer preferences are discussed.     

Students' self‐regulation and teachers' influences in science: interplay between ethnicity and gender

The purpose of this study is to explore students' self‐regulation and teachers' influence in science and to examine interplay between ethnicity and gender. Analysis of data from seven Oslo schools (1112 sampled students in the first year of high school) shows that the ethnic minority students reported using learning strategies in science more intensively than ethnic majority students and they had a stronger motivation to learn science. Ethnic majority students are defined here as students who were born in Norway and have at least one parent born in Norway. The study also shows that minority students generally evaluate their science teacher's influence on their learning more positively than the majority. The strongest interplay effects between gender and ethnicity are found in students' perceptions of the relevance of science, as well as their degree of negative responses to the pressure to learn science.     

An Ecological Perspective of Latina/o College Student Ethnicity

Although Latinos are the largest minority population in the United States and the largest minority population on American campuses, there is little research concerning Latino college student ethnic identity. This study incorporates an ecological model to examine the levels of influence of different settings and backgrounds of Latino college students. The findings show that Latinos from different countries of origin and within the same countries of origin identify their ethnic identity differently depending on several factors including generation, immigration status, country of origin, language preferences, and discrimination.     

历史画廊——中国古城巡礼（三十一）

语言格局是一种历史的产物,是漫长历史演进的结果。探究各民族的语言状态及其成因,须从追寻其历史根由入手,它同历史上常见的民族征服与异族统治,民族文化的长期接触与交流,人口迁徙引起的语言变化,语言政策等政府行为的导向性,以及地理环境的规约作用等,都是有着一定关联的。     

Parenting and family socialization strategies and children's mental health: low-income Mexican-American and Euro-American mothers and children

The extent to which current theories on family-related factors associated with children's depression and conduct problems are applicable to Mexican American children was examined among demographically comparable samples of low-income Mexican American (English and Spanish speaking) and Euro-American mothers and children. There were ethnic differences in mean levels of children's depression, maternal inconsistent discipline, and hostile control. In addition, there were differences across language within the Mexican American sample on levels of reported maternal inconsistent discipline and hostile control. The vast majority of relations between parenting and mental health were similar between Mexican Americans and Euro-Americans, suggesting that current theories do apply across ethnic groups. However, analyses across language within the Mexican American sample showed that language preference moderated the relation between maternal acceptance and children's conduct problems. Moreover, the relation between acceptance and hostile control differed across groups. These results are discussed in light of the relative influence of ethnicity and other contextual variables on parenting and children's mental health.     

Cultural factors in decision-making about child physical abuse: identifying reporter characteristics influencing reporting tendencies

OBJECTIVE: This study examined cultural factors that may influence child physical abuse reporting. Relevant cultural factors such as the respondents' ethnic identity and corporal punishment acceptability were investigated as proximal variables of ethnicity that affect child physical abuse reporting tendencies. METHOD: Participants consisted of 378 Caucasian, Hispanic, and African American college students. Participants read 12 vignettes that varied the ethnicity of the child and described a parent using physical punishment with the child. Participants' level of ethnic identity and their acceptance of different discipline practices were also assessed. Data were analyzed using multiple regression procedures. RESULTS: The ethnicity of the respondent was a significant predictor of reporting tendencies for African American respondents only. For African Americans, higher levels of ethnic identity and acceptance of corporal punishment were significant mediators of reporting tendencies, which influenced the relationship between ethnicity and likelihood to report a child of the same ethnicity. CONCLUSION: The results of this study indicate that ethnic minorities may not share similar cultural values and may differ in their degree of adherence to certain cultural variables. These results demonstrate how cultural variables that influence reporting tendencies may not apply across ethnic groups. Therefore, specifying relevant cultural variables is essential to understanding the relationship between ethnicity and reporting tendencies.     

The Australian University in a Multicultural Environment

This article describes how the Australian university system has become increasingly multi‐ethnic and multicultural as a reflection of the greater Australian society that is also increasingly multicultural and multi‐ethnic. As the universities have evolved from being elitist institutions, based on a British model and accessible to only a small proportion of the population, to units making up a mass system, they have had to contend with two contradictory forces: government mandated efforts to increase the representation on university campuses of disadvantaged groups and pressures to reduce government spending for higher education. Increasing efforts, after 1990, on the part of Australian universities to recruit full‐fee paying foreign students have intensified student multi‐ethnicity on Australian campuses while providing near windfall sources of extra funds. Yet there are voices being raised regarding the propriety and the ethics of selling higher education in this way.     

Perception of career barriers: The importance of gender and ethnic variables

Differences of gender and ethnicity were examined in terms of the perception of barriers to career development. The Perception of Career Barriers Inventory (IPBC) was administered to a sample of 457 ninth grade students in Portuguese state schools. Gender differences were found, with girls generally scoring higher and in particular on some specific scales. African ethnic participants score higher than Portuguese participants across all the IPBC scales. These findings are more obvious with African participants born in Africa than with those born in Portugal. Implications for future research and practice are discussed.