Stigmatized and Standardized Varieties in the Classroom: Interference or Separation?*
Stigmatized and Standardized Varieties in the Classroom: Interference or Separation?*
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课堂上的污名化和标准化多样性：干扰还是分离？*
DOI：
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发表时间：
1999
期刊：
影响因子：
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通讯作者：
J. Siegel
中科院分区：
文献类型：
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作者：
J. Siegel
公众倾向于将皮钦语、克里奥尔语和少数民族方言（如非裔美国人的白话英语）视为标准化语言的腐败或退化形式，并担心它们的使用会干扰学生对标准的习得。因此，大多数教室都禁止使用被污名化的品种。本文通过总结在课堂上使用污名化变体的教育项目的研究，并回顾心理语言学和第二语言习得的相关理论和研究，批判性地审视了这一流行观点。对教育方案的研究表明，与流行的观点相反，在正规教育中使用被污名化的各种形式似乎对标准的获得有积极而不是消极的影响。
The public tends to view pidgins, creoles, and minority dialects (such as African American Vernacular English) as corrupted or degenerate forms of standardized languages and to fear that their use interferes with students' acquisition of the standard. As a consequence, stigmatized varieties are banned from most classrooms. This article critically examines this popular view by summarizing research on educational programs in which stigmatized varieties have been used in the classroom and by reviewing relevant theory and research in psycholinguistics and second language acquisition. The research on educational programs shows that, contrary to the prevailing viewpoint, using the stigmatized variety in formal education seems to have a positive rather than a negative effect on the acquisition of the standard.