Bilingual education success, but policy failure
Bilingual education success, but policy failure
复制标题
双语教育成功，但政策失败
DOI：
10.1017/s0047404500012264
复制
发表时间：
1987
影响因子：
1.5
通讯作者：
N. Hornberger
中科院分区：
文献类型：
--
作者：
N. Hornberger
1977年，秘鲁普诺农村地区启动了一项双语教育项目，这是1972年秘鲁教育改革的直接结果。本文介绍了一项民族志和社会语言学研究的结果，比较了1)双语教育学校和社区与2)非双语教育学校和社区克丘亚语的使用和维持。课堂观察表明，双语教育学校的师生语言使用发生了显着变化，学生参与程度有所提高。社区观察和访谈表明，社区成员既重视并使用他们的语言。然而，该项目在扩大甚至维持其实施方面遇到了困难。(盖丘亚语；秘鲁普诺；秘鲁；安第斯山脉；双语教育；课堂语言使用；民族志；社会语言学；社区发展；语言规划；语言维护；教育政策)
ABSTRACT In 1977, a bilingual education project began in rural areas of Puno, Peru, as a direct result of Peru's 1972 Education Reform. This paper presents results of an ethnographic and sociolinguistic study comparing Quechua language use and maintenance between: 1) a bilingual education school and community, and 2) a nonbilingual education school and community. Classroom observation indicated a significant change in teacher–pupil language use and an improvement in pupil participation in the bilingual education school. Community observation and interviews indicated that community members both valued and used their language. Yet the project has had difficulties expanding or even maintaining its implementation. (Quechua; Puno, Peru; Peru; Andes; bilingual education; classroom language use; ethnography; sociolinguistics; community development; language planning; language maintenance; educational policy)