Language and education in Latin America : an overview
Language and education in Latin America : an overview
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拉丁美洲的语言和教育：概述
DOI：
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发表时间：
1994
期刊：
影响因子：
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通讯作者：
Stella Tamayo
中科院分区：
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作者：
S. Cummings;Stella Tamayo
本文概述了几个拉丁美洲国家的双语教育：墨西哥、危地马拉、秘鲁、玻利维亚、巴拉圭和巴西。双语教育在本文中被定义为通过使用少数民族的母语，以及逐步使用主流语言，如西班牙语或葡萄牙语，对少数民族群体进行的教育。研究表明，用自己的语言向少数群体提供教育和使用同一群体的教师相结合是非常有效的。当团队的历史和观点被纳入学校课程时，双语项目也会增加学习。其他调查表明，双语教育在教育过程中可能会产生相互矛盾的影响，这取决于孩子的语言和社会经济地位。沉浸式项目--比如非常成功的法加沉浸式项目--对母语声望较高的中产阶级学生是积极的；相反，沉浸式模式对说较低声望语言的低年级学生是负面的。双语教育似乎解决了土著儿童的复读、辍学和受教育程度低的问题。
This paper provides an overview of bilingual education in several Latin American countries: Mexico, Guatemala, Peru, Bolivia, Paraguay and Brazil. Bilingual education is defined in this paper as instruction to minority groups through the use of their mother language and, progressively, and mainstream language, such as Spanish or Portuguese. Studies have shown that the combination of providing education to minority groups in their own language and using teachers from the same group is highly effective. A bilingual program also increases learning when the group's history and perspective are included in the school curriculum. Other investigations show that bilingual education can have contradictory effects in the education process, depending on the child's language and socioeconomic status. Immersion programs -- such as the highly successful French Canadian immersion program -- are positive for middle-class students whose maternal language is prestigious; conversely, the immersion model is negative for lower-class students who speak a language of lower prestige. Bilingual education appears to offer a solution to the problem of repetition, dropout and low educational attainment among indigenous children.