Program Alternatives for Linguistically Diverse Students
Program Alternatives for Linguistically Diverse Students
复制标题
语言多样化学生的替代课程
DOI：
--
复制
发表时间：
1999
期刊：
影响因子：
--
通讯作者：
F. Genesee
中科院分区：
文献类型：
--
作者：
F. Genesee
本报告着眼于教育来自不同语言和文化背景的学生的方案和方法。它旨在为学校和学区的决策者提供指导，帮助他们确定最适合学生的教学方法和方案，满足他们的目标和需求，并与当地资源和条件相匹配。本报告的一个基本假设是，没有一种方法或计划模型在每种情况下都是最好的。许多不同的方法如果实施得好，都可以取得成功。当地条件、选择和创新是成功的关键因素。我们讨论了目前可用于满足英语学习者多样化和复杂需求的四种方案：（1）新人方案，（2）过渡性双语教育，（3）发展性双语教育，（4）双向沉浸式。我们还讨论了一种教学方法，可用于所有学生通过第二语言的媒介学习，无论他们是在程序的类型。这种方法被称为庇护式教学。庇护教学可以与本报告中讨论的其他方案结合实施，也可以作为教育英语学习者的唯一方法实施。我们还讨论了外国/第二语言沉浸式，这是专为母语为英语的学生从主流文化谁想要获得先进的熟练程度在另一种语言。浸入式课程也为教育失去传统语言的土著语言群体提供了一个可行的选择。然而，它们并不是为英语学习者设计的;浸入式课程的结果不应该被用来反对这些学生的第一语言教学。事实上，美国所有的学校都被要求为语言和文化多样性的学生提供教育服务。为了这些学生、他们的社区和国家的福祉，他们必须接受尽可能好的教育。在本报告中，我们描述了有效的教育替代方案。
This report looks at programs and approaches for educating students from diverse linguistic and cultural backgrounds. It is intended as a guide for decision makers in schools and school districts to help them identify the instructional approaches and programs that would best serve their students, meet their goals and needs, and match local resources and conditions. An underlying assumption of this report is that no single approach or program model works best in every situation. Many different approaches can be successful when implemented well. Local conditions, choices, and innovation are critical ingredients of success. We discuss four program alternatives that are currently available to meet the diverse and complex needs of English language learners: (1) newcomer programs, (2) transitional bilingual education, (3) developmental bilingual education, and (4) two-way immersion. We also discuss an instructional approach that can be used with all students learning through the medium of a second language regardless of the type of program they are in. This approach is called sheltered instruction. Sheltered instruction can be implemented in conjunction with the other program alternatives discussed in this report, or it can be implemented as the sole approach for educating English language learners. We also discuss foreign/second language immersion, which is designed for native-English-speaking students from the mainstream culture who want to acquire advanced proficiency in another language. Immersion programs also provide a viable option for educating indigenous language groups who have lost their heritage language. They are not intended, however, for English language learners; results from immersion programs should not be used to argue against first language instruction for these students. Virtually all schools in America are being called upon to provide educational services for linguistically and culturally diverse students. It is imperative for the well-being of these students, their communities, and the nation that they receive the best education possible. In this report, we describe educational alternatives that work.