A Case Study of Bilingual Education for Hispanic Students in the United States of America.docx

A Case Study of Bilingual Education for Hispanic Students in the United States of America.docx

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ACaseStudyofBilingualEducationforHispanicStudentsintheUnitedStatesofAmerica

LinguicismandAcculturation

——ACaseStudyofBilingualEducationforHispanicStudentsintheUnitedStatesofAmerica

ByZhaoWencai

UndertheSupervisionof

ProfessorCaiYongliang

AThesisSubmittedtotheCollegeofForeignLanguagesofShanghaiMaritimeUniversity

inPartialFulfillmentoftheRequirements

fortheDegreeofMasterofArts

June,2

Acknowledgements

Anumberofpeoplehavemadevaluablecontributionstothispaper.IamparticularlythankfultoProfessorCaiYongliang,mysupervisor,whousheredmeintothefieldoflinguisticsandculture,andforgedmybackgroundknowledgeessentialforthewritingofthispaper.Andhisrigorousattitudetowardsacademicpursuitexertedaprofoundimpactonme.Henotonlyhelpedmeconstructtheframeworkofmythesis,butalsoreadmymanuscriptforseveraltimespatientlyandputforwardenlighteningsuggestionsforfurtherimprovement.

IalsowanttoextendmyheartfeltthankstoProf.ZhengLixin,Prof.WuJianguoandProf.ShiYanyan,whotaughtmesuchusefulcoursesasGeneralLinguistics,Anglo-AmericanLiteratureandLanguageandCulture.Anditwasthosecoursesthatbroadenedmyvisionandimbuedmewithinitiativeandcreativity.

Iamalsoverygratefultootherprofessorsfortheirinspiringcourses,rigorousacademicattitudeandgreatpatience,whichbecameagreathelpinmyresearchforthecompletionofthispaper.

IalsoowealottomyclassmateswithwhomIhadalotofdiscussionthatgavemeinformationandmaterials.

Finally,manythanksgotomyparentsfortheirdeepconcernandencouragement.

摘要

一个国家的语言教育以及相应的语言政策历来是一个政治上极为敏感的话题。

语言政策研究，作为社会语言学研究的一个方向，进入语言学领域的时间不过短短五十年。

著名社会语言学家Spolsky指出，语言政策是由政府参与制定，由法律保证实施的一系列同语言问题息息相关的政策措施，人为地改变各种语言在社会中的地位和功用，以达到期望的社会效应。

语言政策具有一定的社会关联性，任何一个国家的语言政策都体现了该民族对语言的态度，并且语言政策的实施同语言教育休戚相关。

美国是一个移民国家，移民几乎来自世界各国，语言和文化呈现出多样性的特点。

复杂多样的民族构成使不同语言之间的矛盾冲突尤为突出，也对白人的统治和政权稳固形成一定程度的威胁。

因此，美国的历届政府都致力于语言文化的统一大业。

但是，在人权和民主的压力下，美国政府无法公开排挤打击其他民族的语言文化。

面对这种情形，语言教育无疑成为确立和巩固英语作为主流或官方语言地位的主要途径。

虽然美国并没有一项宪法条款或法律条文明确规定英语为美国的官方语言，但毫无疑问，英语已成为美国民众心中一致确认的官方语言。

由此可见，语言教育不仅仅只是传授学生语言文化知识，它的强大社会效应不容忽视。

在语言教育的作用下，少数民族的文化正日渐被英语语言文化所同化。

因此，从语言政策的角度研究美国的语言教育，尤其是它的双语教育，有助于我们更加清晰的认清语言教育的本质。

虽然，美国曾推行“惟英语教育”和“双语教育”两种看似截然不同的教育模式，但究其本质，两种模式都是服务于同化非英语文化，巩固英语主流地位这个目标，英语至上的意识形态成为贯穿两种教育模式的主线。

本文作者在归纳和总结前人研究的基础上，对美国的语言教育进行深层次的剖析，重点探讨双语教育的政治动机和本质。

本文将从语言政策的视角重新审视美国的双语教育，深入剖析双语教育背后的惟英语语言政策和意识形态，揭示双语教育的同化本质。

本文共分五章：

第一章对整个研究过程进行概述，说明研究的目的和必要性。

并且对前人就相关论题的研究成果进行回顾和文献整理。

第二章首先对文中涉及到的重要概念给予必要的解释和定义，介绍美国的多语言﹑多文化背景，随后分析双语教育在美国的发展过程，由此引发的社会舆论，并简要的给出个人看法。

第三章本章共分两个部分，第一部分着眼于惟英语语言政策的发生和发展过程，从纵向的历史编年角度和横向的社会分布角度对“惟英语”进行全方位的深入探讨。

第二部分以“惟英语运动”为出发点，重点阐释惟英语语言政策给双语教育带来的潜在负面影响。

第四章着眼于双语教育的个案研究，讲述西裔移民的双语教育发展史。

目的在于更为清晰地揭示出双语教育的同化本质，即在惟英语语言政策的指引下，双语教育是如何一步步打击排挤少数种族语言文化，确立和巩固英语的官方语言地位。

第五章对全文做出总结。

关键词：

惟英语；语言政策；双语教育；语言霸权；文化皈依

Abstract

Languageeducationandcorrespondinglanguagepoliciesineducationhavealwaysbeenasensitivetopicintheacademicfieldinconcernthroughouttheworld.Researchonlanguagepolicycamewithinthepurviewoflinguisticstudynotmorethanfivedecadesagowhenitfellintoascopeofsociolinguistics.Languagepolicyrefersto“asetofmanagedandplannedinterventionsinrelationtolanguageuse,whicharesupportedandenforcedbylaw,implementedbyagovernmentagencyandcarriedoutthrougheducation.”（Spolsky,2004:

5）Thisdefinitionrevealsacloselinkbetweenlanguagepolicyandlanguageeducationaswellasthesocialrelevanceoflanguagepolicy.

TheUnitedStatesofAmericaisanationofimmigrationsincethecountryhasbeenshapedbysuccessivewavesofimmigrants.ThevastmajorityofimmigrantstotheUnitedStateshavebroughtwiththemdistinctindigenouslanguagesandculturalhabits,whichcreatesthecollage-likecivilizationintheUnitedStates.Culturaldiversityandlanguagecomplexity,whichintensifyclashandconflictbetweensocialgroupsandbecomeanobstacletoAnglo-Americansovereignty,havealwaysbeenviewedasaseriousproblemreadytobesettledbysuccessivegovernmentagencies.InfaceofhumanrightsanddemocracythatAmericahasalwaysclaimedtorespectanduphold,thefederalgovernmenttactfullyresortstolanguageeducation,intentionallymakingindigenouslanguagessubjecttoEnglish,thedefactoofficiallanguageintheUnitedStates,andassimilatingculturesoflinguisticminoritiesintoAnglo-Americanculture.TheUnitedStateshasnothadanofficiallanguagepolicy,butithasbeenwidelyacceptedbythemasspublicthatEnglishistheofficiallanguageofAmerica.LanguageeducationplaysasignificantroleinEnglishofficialization.Inthatsense,languageinstructionisnotsosimpleastoimpartlinguisticknowledgetostudentsandtoimprovetheirlanguageproficiency;italsoservesasaneffectivemeansemployedbygovernmentagenciestobringaboutexpectedchangeinsociallife.Therefore,researchintolanguageeducationfromtheperspectiveoflanguagepolicyprovidesanewbasistointerpretthefailureofbilingualeducationinAmerica,namelyimplicitpoliticalpressureandgovernmentalrestrictionratherthaneducationalfutility.Furthermore,researchintobilingualeducationonanewbasismaygiveusadeepinsightintothetruenatureoflanguageeducationintheUnitedStates,linguistichegemonyandculturalassimilation.

AclosescrutinyoflanguageeducationintheUnitedStatesinrelationtolanguagepolicyrevealsashockingfact—itsperseveranceinstickingtoEnglishsuperiority.Consideringthissituation,itwillbemorecomprehensiblethatlanguageeducation,eitherEnglish-onlyeducationorbilingualeducation,andcorrespondinglanguagepolicieshaveneverdeviatedfromtheguidelineofEnglishOnly.English-onlyeducation,asthenamesuggests,isdesignedtohelpnon-EnglishstudentsdiscardnativelanguagesandtoconvertthemintoproficientEnglishspeakers,thusentailingnofurtherillustrationtoexposeitsultimategoal.ThepresentresearchfocusesonbilingualeducationforHispanicstudentsintheUnitedStatesbecauseofthewidediscrepancybetweentheexplicitlyclaimedgoal,preservationofethniclanguages,andtheulteriormotive,linguisticgenocideandEnglishhegemony.AcloseexaminationofbilingualeducationisnecessarytopenetratethroughthemisleadingbilingualismonthesurfaceintoEnglishOnlymentalityinthecore.

Inspiredbypreviousachievements,theauthoristomakeanintensiveandintegratedstudyoflanguageeducationintheUnitedStatesofAmerica,concentratingonbilingualeducationforHispanicsfromtheperspectiveoflanguagepolicy,todrawasidethepaintedveiloverbilingualeducationandexposeEnglishOnlymentalitylyingbehind.

Thewholethesisconsistsoffivechapters:

Chapter1givesageneralintroductiontothewholeresearch,statestheobjectiveandsignificance,andexplainsthestructureofthisthesis.Aliteraturereviewisalsomadetointroducepreviousachievementsonthesubjectmatterunderdiscussion.

Chapter2startsfromauthoritativedefinitionsofimportantconceptsinvolvedinthepresentresearch,presentsabackgroundinformationaboutlinguisticdiversityinAmericansociety,followsupwithananatomyofbilingualeducationinAmerica,includingachronologicalreviewofbilingualhistoryandconflictingopinionsabouttheeffectivenessofbilingualeducationfromitsfriendsandfoes,andconcludeswithapersonalcomment.

Chapter3isdevotedtoanintegratedstudyofbilingualeducationandEnglishOnlypolicy.ThispartconductsacloseinvestigationintoEnglishOnlyasalanguagepolicyonbothhistoricalandsociallevelsandthenproceedstoexplainhowEnglishOnlyisrelatedtobilingualeducation,exposingthenegativeimpactsofEnglishOnlypolicyuponbilingualeducationbyfocusingonEnglishOnlyMovement,afantasticproofofEnglishOnlyprevalenceinAmericansociety,anddisclosingitsdestructivecontributiontothecompleteabandonmentofbilingualeducationintheUnitedStates.

Chapter4isdedicatedtoacasestudyofbilingualeducationintheUnitedStates,focusingonbilingualeducationforHispanicstudentsintheUnitedStatesforthepurposeofexposingdisruptiveeffectsoflanguageeducationinlinguisticgenocideandculturalassimilation.

Chapter5concludestheresearchwithabriefdiscussionofthefindingsandimplicationsofthepresentresearch.

Keywords:

EnglishOnly,languagepolicy,bilingualeducation,linguicism,acculturation

Contents

Acknowledgements................................................................................................................i

摘要……………………………………………………………………...………………….ii

Abstract…………………………………………………………………...……….............iv

ChapterOneGeneralIntroductionandLiteratureReview…………………………….1

1.1Introduction…………….…………………………………………………..…………...1

1.2Significanceandimplicationofthepresentresearch………………………………..….3

1.3Organizationofthisthesisandresearchmethods…..…………………………………..6

1.4Literaturereview..……………………………………………………………………….8

1.5Acommentonpreviousstudies...………..…………………………………………….13

ChapterTwoAnOverviewofBilingualEducationintheUnitedStates….…………..16

2.1Somebasicconcepts………………………………………………..………………….16

2.1.1Bilingualeducation………………………………………….…………………….16

2.1.2Languageplanningandlanguagepolicy……………………….............................17

2.1.2.1Languageplanning…………………………………………………………...18

2.1.2.2Languagepolicy……………………………...................................................18

2.1.3Linguicism………………………….......................................................................22

2.2PolyglotAmericaanddiversityofherlanguages…………………………...…………23

2.3AnanatomyofbilingualeducationintheUnited