The Education of Linguistic Minority Students in the United States: A Case Study of Asian Immigrants
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概要
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Many higher education institutions across the world will continue to witness adiversification in the population of students in the 21st century. Among students fromdiverse backgrounds, a significant number will be linguistic minority students categorizedas remedial in need of further academic literacy education in the mainstream language ofthe university. This is the case for a majority of immigrant students in the United Statesfor whom English is a second or third language. All too often, these remedial Englishlearner students are themselves blamed for their lack of academic preparation even thougheducational policies and practices in the elementary and secondary schools have oftenignored their educational and linguistics rights and needs. Also, the English languageinstructors in the university are frequently asked to offset their academic deficit in a shorttime without adequate allocation of resources. To date, however, there is a paucity of research conducted on these students,which can inform us about their gaps in knowledge and skills and about factors in theirpersonal and educational backgrounds, which may influence their learning. Thus, thegoal of this paper is to report on the findings of a study that investigated the academicliteracy development of twenty linguistic minority students enrolled in developmentalEnglish courses at an ethnically diverse urban university in the United States. Central tothe paper is the testimonials of the students about their educational experiences and theexamination of a disturbing hypothesis, derived from observation of these students, thatthere exists a critical period for the acquisition of second language academic literacyamong young adult language learners and that the rate and extent of this acquisition islinked to whether or not they were given an opportunity to enhance their first language(L1) literacy.【研究ノート／Research Note】
- 明治学院大学国際学部の論文
- 2011-03-30
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