多语世界中的教育——一份联合国教科文组织的教育立场文件

＂多语世界中的教育＂是联合国教科文组织在语言和教育问题上重要的立场文件和国际规约,表达了成员国在这一领域的共同观点,该文件自2003年正式颁布以来成为各成员国在语言和教育领域制定相关政策的重要依据。这份立场文件涉及语言和教育的关键问题,提供了必要的指导纲要和原则,试图厘清语言与教育有关的政策,并就多语世界中的教育提出了三项基础性原则：（1）作为提高教育质量,帮助学习者和教师建立知识和经验的手段和方法,联合国教科文组织支持母语教学;（2）作为促进社会和性别平等的手段,作为语言多样化的关键部分,联合国教科文组织支持双语和多语教育;（3）作为跨文化教育的基本部分,联合国教科文组织支持语言教育,鼓励不同人口之间的理解,保证对基本权利的尊重。     

听力策略指导对二语听力的效用分析

听力是语言习得的一项基本技能,是语言学习的一个重要组成部分,在二语或外语学习中至关重要.策略的使用有助于二语学习者提高学习能力并加速第二语言的学习过程.本研究就大学英语听力教学中策略指导的效用展开分析,研究结果表明,听力策略中文指导组的表现比听力策略英语指导组和无听力策略指导组更好,取得了显著效果,这进一步表明听力策略...     

Meeting the Needs of High School Science Teachers in English Language Learner Instruction

This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.

母语对二语习得的积极作用及其策略运用

近年来,国内外很多学者都意识到母语对二语习得的积极作用不容忽视。文章着重从母语思维与母语知识两个角度分析了母语对二语习得的积极作用,并对相应母语策略在教学中如何运用进行探讨。     

母语负迁移在成人汉英中介语石化中的角色

中介语及其石化现象是二语习得研究和外语教学研究中的一个热点。依据中介语理论、错误分析理论,通过对安徽师范大学夜大学和安徽广播电视大学芜湖分校的120名英语专业大二学生的问卷调查和英语测试以及后继水平测试,得出结论:母语负迁移则是造成汉英中介语石化趋势的主要的成因,而且随着学习者英语水平的提高,母语负迁移的影响就越小。这项研究对于防止成人汉英中介语石化和提高成人英语学习成效有促进作用。     

Meeting linguistic challenges in the science classroom: pre-service ESL teachers' strategies

This study explores the perceptions and challenges of Malaysian pre-service teachers teaching science in a second language. A qualitative case study method was used with multiple sources of data to provide insights into the challenges that a group of pre-service teachers faced during their teaching practicum. The pre-service teachers had to overcome various challenges that arose due to factors such as lack of competency in the medium of instruction and the students' varying levels of language ability. In addressing the challenges faced, they employed various strategies, including code switching and mixing, teacher-student collaboration, rephrasing and re-emphasizing, the use of instructional aids, and the use of analogies. The evidence presented in this study suggests that attention should be given to addressing the English language policy in the science teacher education programme.     

幼儿习语对大学外语教学的启示

幼儿习语向来被认为是语言学习中最成功者的范例,虽然幼儿习得母语的过程与大学外语学习的过程有所不同,但我们借助幼儿母语习得研究的成果,可以从中得到不少启示,可以对外语学习的过程、现象有更深入的了解认识,可以更好地指导教学与实践。     

Teachers’ self-reported knowledge regarding English learners: perspectives on culturally and linguistically inclusive instruction and intervention

Student diversity within U.S. schools has steadily increased in recent years. This trend has driven significant interest, on the part of schools and school systems, in supporting students who are English learners (ELs) and who are culturally diverse. It has also highlighted, for those schools and school systems, the importance of professional development to prepare teachers to support those students effectively. Teacher experience and knowledge regarding this population is particularly important to the cause of inclusive education, as appropriate supports, instruction and inclusion for these learners are highly dependent on teachers’ knowledge and skills. This study surveyed teachers in three highly diverse elementary schools with high percentages of ELs, students of minority backgrounds, and students receiving free and reduced-price meals. Results indicated that, despite reporting significant previous professional development on cultural and language diversity, teachers lacked familiarity with basic concepts related to cultural and language diversity and to factors considered in the interventions process for diverse learners. These findings, if replicated, may call into question the efficacy of ongoing professional development efforts and underscore the need for more consistent design, delivery, and evaluation of professional development initiatives or programmes.     

Public perception of early childhood language policy in Ghana: an exploratory study

This article explores current public perceptions in Ghana about the National Literacy Acceleration Programme (NALAP), a mother tongue-based bilingual medium of instruction (MTB-BMoI) policy for early childhood education. The researchers conducted an exploratory study of public reactions towards the Minister for Education’s statement on revamping the program made at the Shared Prosperity Forum held in Accra, Ghana. The article includes an overview of the history of early childhood education language of instruction (LoI) in Ghana and the rationale for the NALAP. Conversations with education officers and parents about their views on the NALAP were analyzed. The findings reflect strong negative feelings about the program among many Ghanaians who express a preference for English-only LoI. The paper discusses the importance of bilingual LoI in early childhood as well as the need to obtain public support, especially among parents, to facilitate full implementation of the program in Ghana. Recommendations for public engagement are proposed.     

Pedagogical and political encounters in linguistically and culturally diverse primary classrooms: examples from Quebec,Canada, and Gauteng,South Africa

Comparative research in multilingual urban primary schools indicates that the pedagogical and political goals of schooling may operate at cross-purposes. Classroom observations and teacher interview-discussions were conducted in classes for immigrant children in Montreal, Quebec, Canada, where the language of instruction is French, and in classes in Pretoria, Gauteng Province, South Africa, where children from many different language backgrounds are taught in English. Two main themes emerged: (1) pedagogically, effective teacher–learner communication can break down when teachers are unaware of the roles that language and culture play in second language classrooms; (2) politically, efforts to assimilate learners into new socio-cultural/political contexts sometimes take precedence over sound pedagogical practice, such as drawing on the linguistic and cultural repertoire that learners bring to the classroom. This ongoing qualitative research underlines the importance of preparing pre-service and in-service teachers for the linguistic and cultural diversity they are bound to encounter in their classrooms, and of deepening their understanding of the influence of such diversity on the teaching–learning process.     

Teachers and `Street Children': On Becoming a Teacher of Mathematics

The phenomenon of `street children' where youngpeople, for various reasons, live on thestreets of towns and cities is found all overthe world in varying degrees and forms. InSouth Africa, one approach to take care aboutthe plight of these children has been to set upand run what are referred to as `streetshelters'. One such street shelter, the onlyone exclusively for girls in the city ofDurban, is Tennyson House. In this paper Idescribe an innovative outreach programmeintegrated with a university curriculum inwhich a group of pre-service teachers takingmathematics education as a major were involvedin teaching mathematics to girls at TennysonHouse. From the vantage point of a mathematicsteacher educator in the programme, I describeand reflect on what was experienced and learnedfrom the intervention in terms of threeaspects: learning about learners; learningabout teaching (mathematics) and learning aboutrelationships.     

人类原始母语探源研究与现状

本文对人类原始母语来源问题的研究与现状进行了综述.指出长期以来,在这一问题上取得了丰硕成果.认为诸如古印欧语、诺斯特拉语、美洲语、第乃(高加索语)等理论的提出,是取得成果的最好见证.虽然语言一源论的证据仍显不足,然而对这一问题的研究已冲出语言学本身而深入到其它不同领域,如考古学、生物学、遗传学、人类学、以及细胞学等,形成了一种方兴未艾之势.各个领域参与对人类母语的起源和发展的探索,无疑将大大加快这一研究的步伐.     

母语在英语教学中的应用

母语与英语教学的关系密不可分。母语不仅能够促进外语学习,还会对外语学习产生负面影响,使学生在外语学习中受到不同程度的干扰。在外语教学中如何使用目标语言和母语,何时使用目标语言和母语,如何避免母语负迁移的不利影响,仍然需要我们进一步探索。     

跨语言迁移研究:母语对第二语言学习的预测作用

在中国既有英语热又同时存在着学习汉语的热潮,围绕这些现象的一个核心是第二语言学习及其影响因素问题。研究者从跨语言迁移的角度出发,考察不同语言系统间的差异性以及一致性特征,并在此基础之上探讨母语经验以及相关语言因素如何影响学习者第二语言的学习与发展,取得不少有价值的研究成果。