魏晋时期武威地区少数民族的迁入及影响

魏晋时期,我国西北地区的河西走廊是一个少数民族聚集的地方。而地处河西走廊东端的武威,其最早的历史是由少数民族谱写的一部少数民族史,这里是一个少数民族相互交汇的地方。从早期的西戎、月氏、乌孙,到后来的匈奴、羌、鲜卑,还有自中亚而来的粟特人等,他们在这里生活、居住,不仅吸收先进的汉族文化,还带来了本民族文化为当时的武威注入了新鲜的血液。魏晋时期,武威迁入的各少数民族随着自身实力越来越强大,开始与汉人合作,积极参与到当地的生产生活中,甚至建立政权。文章以武威地区为例,论述这一地区内的民族关系整合,以及出现多元、一体的新格局。     

A critical discourse analysis of Gisela's family story: a construal of deportation,illegal immigrants,and literacy

In this paper, I use critical discourse analysis to analyze a student's narrative about the arrest, incarceration, and deportation of her mother to Mexico. The student, Gisela, was a fifth grader in my classroom during the 2008/2009 school year, and I encouraged the students to collect family stories from their relatives. Gisela created this story, and she wrote and illustrated this with the help of her father, student peers, and me. I draw on Gloria Anzaldúa's constructs of nepantla and nepantlera, narrative analysis, and systemic functional linguistics to show how Gisela's construed this story to create a powerful and creative narrative that disrupted autonomous forms of literacy along with the excluding and damaging discourses circulating about immigrants in our community.     

Regimes of language skill and competency assessment in an age of migration: the in/visibility of social relations and practices

This paper draws on ethnographic research to discuss the textual practices and social relations of language assessment. It examines the tensions that language educators and assessment practitioners encounter while making decisions about immigrant professionals’ language competence. It also analyzes the role of other social actors in constituting conceptions of skill. The paper concludes by considering social practice theory as an alternative for exploring conceptions of competence.     

Benefits for immigrant-origin and nonimmigrant-origin youth of discussing immigration in gender and sexuality alliances

In a time of unprecedented polarization in the United States, particularly concerning immigration, schools are uniquely positioned to help students understand the consequences of drastic policy changes. Beyond formal settings such as social studies classes, extracurricular activities may be important for fostering discussions about sociohistorical and policy issues. Such discussions could serve to empower youth from marginalized populations and raise their critical consciousness. Yet the potential outcomes of discussions in these extracurricular settings have not been studied in depth. Using data collected in school-based Gender-and-Sexuality-Alliances (GSAs) throughout Massachusetts during the periods leading up to and following the 2016 US Presidential election, we examined whether discussions of immigration issues in GSAs were associated with greater empowerment and critical consciousness among 580 youth (M _Age = 15.59, range = 10–20 years). Multilevel structural equation models showed that the frequency with which youth discussed immigration, relative to their fellow members, was positively associated with residualized change in perceived peer validation for members in general and with residualized change in hope for immigrant-origin members only. Contrary to our expectations, we did not find significant associations for critical consciousness. Findings suggest how groups addressing issues of equity and justice can promote members' empowerment.     

Primary and secondary effects in the explanation of disadvantage in education: the children of immigrant families in France

This paper explores the prospective transition of immigrant and native students in France from lower to upper secondary school. Because they are more likely to be tracked to less prestigious (vocational) tracks, immigrant and immigrant‐origin students are significantly disadvantaged at this key academic stage in comparison with the children of native families. Primary and secondary sources of educational disadvantage are explored to explain this phenomenon. Primary effects appear to account for the entire initial disadvantage, while secondary effects could have a positive impact for immigrant‐origin students. Nonetheless, immigrant families appear to be more conservative than native families and may need stronger evidence that their children will succeed in upper secondary school.     

工业化背景下的精神生态问题分析——以文化移民理论为视角

与工业化和城镇化相伴的是民众精神生态的变迁,其中又以农民工精神生态的变化最为激烈。农民工城市化的成败和效果有赖于城市社会对其社会认同和接纳。在此过程中,文化移民的实现必然导致农民工生活方式以及价值观念的变化。这些变化在撕裂和解构传统的同时,也对工业化进程产生了极大阻碍。因此,必须从制度上保障农民工的生产、生活需要,并加强文化制度建设,提升其文化品味,使其实现全面的城市化。     

湖南衡阳地区三峡移民迁入初期语气词考察

湖南衡阳地区三峡移民迁入初期言语交际中的独用语气词共19个,其中有17个属于单音节,2个属于双音节。这些语气词都能够分布于句末,其中有11个可以用于句末表陈述,1个可以用于句末表感叹,10个可以用于句末表疑问,有6个可以用于句末表祈使。语气词语音上,具超音系特点;语法上,语气词为是非疑问句的必要成分;语用上,使用频率相当高。这为进一步研究该地区三峡移民的语言接触、演变与融合问题奠定较好的基础。     

Disturbed by ‘the stranger’: state crafting remade through educational interventions and moralisations

This article addresses two questions. First, how does a state, in casu the Danish welfare state, based on universalism and social rights as regards its citizens, deal with immigrants and their descendants through education? Second, how does such a state manage to make its differential treatment of human beings work legitimately, that is, what arguments, what interventions and moralisations, are used through the workings of school education? The article carries out an analysis of policies since the 1980s and depicts the construction of ‘the stranger’ parallel to an analysis of the state crafting processes that go on in terms of professional educational interventions in Højmarken School, a school placed in an urban poor area.     

简论黔中汉语方言的历史形成

贵州自古以来便以土著民族居多,汉族人民是从内地迁徙而来,诸多的移民史材料证日月明清时期确大量的江南及江西等地的汉族移民进入黔中,从而也为黔中汉语方言的形成奠定了坚实的基础。作为黔中汉语方言的独特显现．“屯堡话”与明代移民的江南籍贯成分密不可分,而清代移民来源地的庞杂,又对明代移民官话有较大影响。作为维系明清时期移民交际的纽带,需要采用通行地域最广的语言才行,而这种语言很有可能便是在明代共同语及口语的基础上逐步发展而来。     

Equity,quality and commitment in education: Interview with Luis C. Moll

Abstract

Luis C. Moll, Puerto Rican by birth, is one of the most prominent researchers in Latino education in the United States. His avant-garde works on Hispanic children's linguistic development and bilingual literacy are well known and renowned for their implications in the research on the impact of culture and education on human development. He is also one of the most notable advocates of Vygotskian theory in the Hispanic world, and his labor in this field has played an important role as a meeting point between United States' and Hispanic scholars. This interview examines his formation as a researcher: the intention is to provide an account of his educational and human trajectory, as well as to relate those projects he is involved in at the moment and that can be considered the result of such trajectory.