When support for language revitilization is not enough: the end of indigenous language classes at Warm Springs Elementary School
When support for language revitilization is not enough: the end of indigenous language classes at Warm Springs Elementary School
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当对语言复兴的支持还不够时：Warm Springs 小学土著语言课程结束
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
S. Ben
中科院分区：
文献类型：
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作者：
I. Ricon;Ricardo Tarrasch;P. Blinder;S. Ben
本文从美国一所小型公立小学的非土著教师和家长两个角度探讨了美国一所小型公立小学终止土著语言课的问题。对这两个群体的采访显示，他们普遍支持语言教学，但反对在公立学校设置这样的课程。我认为，他们的不同观点并不反映出教师对语言本身的负面态度，而是教师经历了不利于母语教学的民族和地方因素。这些因素包括对学生行为和语言课成绩的期望差异，以及联邦和全州范围内要求提高学生英语阅读和数学表现的压力。这项研究表明，对土著语言教学的普遍支持不足以成功地将班级纳入学校。还必须考虑与国家和地方教育目标有关的一些问题。
Abstract This paper examines the termination of indigenous language classes at a small public elementary school in the United States, from the perspective of both nonindigenous school teachers whose classrooms were used to conduct the classes and the parents whose children participated in the classes. Interviews with both groups reveal general support for language teaching, but opposing views about the inclusion of such classes in the public school setting. I argue that their differing perspectives do not reflect negative attitudes on the part of the teachers about the language itself, but rather that teachers experience both national and local factors that do not favor indigenous language teaching. These factors include differences in expectations about student behavior and language class results, as well as federal and statewide pressure to produce improvement in student performance in English reading and math. This research demonstrates that general support for indigenous language teaching is not sufficient for the successful incorporation of classes into schools. A number of issues pertaining to national and local educational goals must also be considered.