A Review of the Research Literature on the Influences of Culturally Based Education on the Academic Performance of Native American Students. Final Paper.
A Review of the Research Literature on the Influences of Culturally Based Education on the Academic Performance of Native American Students. Final Paper.
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基于文化的教育对美国原住民学生学业成绩影响的研究文献综述。
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
J. Towner
中科院分区：
文献类型：
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作者：
William G. Demmert;J. Towner
因为双语教育比...我们试图证明，在罗克波因特，接受双语教育的纳瓦霍学生在标准化成绩测试中的表现优于接受英语教学的同类学校的纳瓦霍学生.”(p. 3）。作者继续指出，还有许多其他因素与岩点计划有关，所有或任何一个都可以解释观察到的结果。他们说：“人们不能证明将纳瓦霍语教学纳入岩石点计划导致了这些结果。我们必须承认纳瓦霍语的使用...是一个混合体的一部分包括加强社区控制，加强家长参与，增加纳瓦霍和社区教师人数，强化英语教学活动，持续评估，以及强化和广泛的NLT和ELT培训”（第29页）。研究6：Wright，S.C.，Taylor，D.，&麦克阿瑟，J.（2000年）。减法双语和因纽特语言的生存：遗产与第二语言教育。Journal of Educational Psychology，92（1），63-84.说明.本研究探讨了有效性的“减法双语”和问题的语言教学和遗产语言发展的土著儿童。简而言之，“减法双语”认为，越来越多的第二种社会主导语言的习得，与传统语言的能力放缓或逆转相对应。这项研究是在北方魁北克的因纽特儿童中进行的，从幼儿园到二年级。学校和社区在这种情况下提供了一些独特的研究功能。首先，据报告，该社区非常同质。样本中的所有儿童都将母语（因纽特语）作为第一语言。其他比较组是第一语言是法语或英语的儿童。第二，社区相对孤立，样本中的背景和社会经历具有同质性。第三，学校为家长提供三种教学语言选择--因纽特语、英语和法语--供他们在学校的前三年（幼儿园到二年级）使用。第四，语言课程在同一所学校提供。从三年级开始，孩子们要么在英语或法语教学计划。这项研究是纵向的，使用了三年多的儿童队列。这项研究的设置可能允许一定程度的控制教师，学校和家庭背景的影响。自变量是教学语言-因纽特语、英语或法语。分组是父母选择的函数。因变量是衡量三种语言的语言能力。对于每种语言，该项目开发了一系列测试，以衡量一般语言能力，会话语言能力和学术语言能力。测试在幼儿园开始和结束时进行，一直到二年级，总共六次。采用多变量方差和协方差分析对数据进行分析。在幼儿园开始时，各组的测量分数相似。到二年级结束时，主要的发现是，在因纽特人测试和因纽特人语言中，因纽特人项目的儿童得分高于其他两个项目的儿童
as ‘bilingual education is better than...’ We have attempted to show that at Rock Point, Navajo students who had received bilingual education did better on standardized achievement tests than did Navajo students at comparable schools who had received English-language-only instruction...” (p. 3). The authors go on to point out that there are a number of other factors associated with the Rock Point program, all or any of which could explain the observed results. They say: “One cannot prove that the incorporation of Navajo language instruction into the Rock Point program caused these results. We must admit that the use of the Navajo language ...is part of a mix that includes...increased community control, increased parental involvement, increased number of Navajo and community teachers, intensive EFL activities, ongoing evaluation, and intensive and extensive NLT and ELT training” (p. 29). Study 6: Wright, S.C., Taylor, D., & Macarthur, J. (2000). Subtractive bilingualism and the survival of the Inuit language: Heritage versus second-language education. Journal of Educational Psychology, 92(1), 63–84. Description. This study examined the validity of a “subtractive bilingualism” and issues of language instruction and heritage language development in Native children. Briefly, “subtractive bilingualism” holds that increasing acquisition of a second, socially dominant language, corresponds with a slowing or reversing of competence in the heritage language. The study was conducted with Inuit children of Northern Quebec, kindergarten through grade two. The school and community in this setting offered some unique features for research. First, the community was reported to be very homogeneous. All children in the sample spoke their Native language (Inuttitut) as their first language. Additional groups for comparison were children whose first language was French or English. Second, the community is relatively isolated and there was homogeneity of background and social experiences in the sample. Third, the school offered parents three choices of language of instruction programs—Inuttitut, English, and French—for the first three years of schooling (kindergarten through grade two). Fourth, language programs were offered in the same school. Beginning in grade three, children were in either an English or French language of instruction program. The study was longitudinal using cohorts of children over three years. The setting for this study may have allowed for a degree of control for teacher, school, and home background effects. The independent variable was language of instruction— Inuttitut, English, or French. Assignment to groups was a function of parent choice. The dependent variables were measures of language competence in the three languages. For each language, a series of tests were developed in the project to measure general language proficiency, conversational language proficiency, and academic language proficiency. Tests were administered at the beginning and end of kindergarten through grade two, six administrations altogether. Data were analyzed using multivariate analysis of variance and covariance. Scores on the measures were similar across groups at the beginning of kindergarten. By the end of grade two, the major findings were that children in the Inuttitut program scored higher than children in the other two programs in Inuttitut tests, and Inuttitut language