Chinese-English dual language bilingual education in the United States 美国中英双语沉浸式教学

• Autores: Kevin M. Wong, Zhongfeng Tian
• Localización: Journal of multilingual and multicultural development, ISSN 0143-4632, Vol. 43, Nº. 6, 2022 (Ejemplar dedicado a: Chinese-English dual language bilingual education in the United States 美国中英双语沉浸式教学), págs. 477-486
• Idioma: inglés
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• Resumen
  • 中文

    这期特刊主要探讨了北美双语沉浸式项目(包含单向和双向两种)。我们使用“Dual-Language Bilingual Education” 这个术语是为了强调双语发展应为最终目的, 并且恢复双语教育的批判性内核, 其原本主旨在于促进社会正义。目前, 北美双语沉浸式项目的研究主要集中在西班牙语和法语, 在中文方面仍非常匮乏。值得庆幸的是, 中文研究的关注度在日益提高, 并且由此得出了既特别针对中文, 又可以推广到其他目标语言的研究成果。为了构架这期特刊, 我们对中英双语沉浸式研究方面的同行评审期刊文章(2000年到2021年)进行了系统的文献回顾, 并且主要分析了28篇文章的主题和趋势。这些文章和这期特刊内的六篇文章, 分别采用了不同的研究方法对以下问题进行了剖析, 包括但并不局限于: 学习成果、多方视角、语言发展和教学支持。我们希望这期特刊会使目前的双语研究更加语言多样化, 并且促进跨学科间的批判性交流, 共同挖掘在中英双语沉浸式项目中的机遇与挑战。

  • English

    This special issue examines dual-language bilingual education (DLBE) programmes in North America that provide emergent bilinguals with instruction in two-way and one-way bilingual programmes. We use the term Dual-Language Bilingual Education to emphasise the end-goal of bilingualism and reclaim the critical and social justice orientation of bilingual education. Currently, scholarship surrounding DLBE programmes in North America focus primarily on Spanish-English and French-English language combinations, and lack in Chinese-English DLBE programmes. Still, research in this language area is garnering more attention, yielding findings that are both unique to the Chinese partner language and generalisable to other la-nguage combinations. To frame this special issue, we provide a systematic review of Chinese-English DLBE research from peer-reviewed journal articles published between 2000 and 2021. Twenty-eight articles were analyzed for trends and themes. Together with the six studies in this special issue, these articles discuss various issues in Chinese-English DLBE research including (but not limited to) learning outcomes, stakeholder perspectives, language development, and pedagogical supports, while adopting different research designs. We envision this special issue will diversify the language area in current bilingual education research and critically engage with interdisciplinary research narratives to examine opportunities and challenges in Chinese-English DLBE research.