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Please use this identifier to cite or link to this item: http://hdl.handle.net/10723/1485

Title: The Education of Linguistic Minority Students in the United States: A Case Study of Asian Immigrants
Other Titles: 米国における言語的少数派学生の教育―アジア系移民を事例として―
Authors: TANAKA, Keiko
田中, 桂子
Issue Date: 30-Mar-2011
Publisher: 明治学院大学国際学部
Abstract: Many higher education institutions across the world will continue to witness a diversification in the population of students in the 21st century. Among students from diverse backgrounds, a significant number will be linguistic minority students categorized as remedial in need of further academic literacy education in the mainstream language of the university. This is the case for a majority of immigrant students in the United States for whom English is a second or third language. All too often, these remedial English learner students are themselves blamed for their lack of academic preparation even though educational policies and practices in the elementary and secondary schools have often ignored their educational and linguistics rights and needs. Also, the English language instructors in the university are frequently asked to offset their academic deficit in a short time 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 their personal and educational backgrounds, which may influence their learning. Thus, the goal of this paper is to report on the findings of a study that investigated the academic literacy development of twenty linguistic minority students enrolled in developmental English courses at an ethnically diverse urban university in the United States. Central to the paper is the testimonials of the students about their educational experiences and the examination of a disturbing hypothesis, derived from observation of these students, that there exists a critical period for the acquisition of second language academic literacy among young adult language learners and that the rate and extent of this acquisition is linked to whether or not they were given an opportunity to enhance their first language (L1) literacy.
Description: 【研究ノート/Research Note】
URI: http://hdl.handle.net/10723/1485
ISSN: 0918-984X
Appears in Collections:39号(2011年3月)

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