第六十四輯.第二期 - 2018-06-30

美國華盛頓州國小階段跨國移民學生之學習安置和語言支援制度

A Study of the Academic Placement and Language Support Policy for Immigrant Students in an Elementary Public School of Washington State, U.S.A.

作 者:
洪麗卿、劉美慧 / Li-Ching Hung, Meihui Liu
關鍵字:
多元文化、移民學生、語言支援系統、學業安置 / multicultural education, immigrants, linguistic support, academic placement
  • 摘要
  • 英文摘要
  • 參考文獻
  • 學術引用
本文旨在探究美國華盛頓州國小階段跨國移民學生之學習安置和語言支援制 度,以及政策從州層次至學校層級轉化之實施情形。本文以華盛頓州為研究場 域,進行九個月的田野研究,並以西雅圖學區一所具移民族群多樣性之K-5公立 小學為個案學校,藉由參與觀察、深入訪談和文件分析等方法來蒐集資料。研究 發現有四:一、華盛頓州跨國移民學生之學習安置和語言支援制度趨於雙文化教 育取向與針對特殊及異文化者取向。二、移民學生學習輔導注重全人需求的整體 性安置。三、強調友善的語言無障礙環境可促進移民家庭參與教育活動。四、學 校績效責任制產生對教育公平性實踐的質疑。最後,根據臺灣特殊脈絡提出未來 擬定跨國轉銜學生學習安置制度之參考建議。
This study aims at exploring the implementation of the academic placement and language support policy for immigrant students in an elementary public school in Washington State, U.S.A. The study investigated an ethnographic case study of one K-5 elementary public school with a high degree of ethnic diversity among its students for 9 months. Multiple methods of data collection including participant observation, data analysis, and interviews were applied. The findings of this study are as follows: (1) Most of the English Language Development Programs for immigrant students in Washington State emphasized bicultural education approach and education for the exceptional and culturally different. (2) The implementation of immigrants’ academic intervention policies emphasized the integrity placement to meet students’ holistic needs. (3) Friendly interpretation services were provided to support the immigrant families participating in educational activities. (4) Accountability had an equity problem. At the end, the paper provides three suggestions according to Taiwan’s context.

 

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