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  1. 15国際学部
  2. 1国際学研究
  3. 39号(2011年3月)

The Education of Linguistic Minority Students in the United States: A Case Study of Asian Immigrants

http://hdl.handle.net/10723/1485
http://hdl.handle.net/10723/1485
50981e14-cf5b-44dd-a408-8fff3cf1a101
名前 / ファイル ライセンス アクション
kokusai_39_87-106.pdf kokusai_39_87-106.pdf (260.8 kB)
Item type 紀要論文 / Departmental Bulletin Paper(1)
公開日 2013-09-20
タイトル
タイトル The Education of Linguistic Minority Students in the United States: A Case Study of Asian Immigrants
その他のタイトル
その他のタイトル 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―
言語
言語 eng
資源タイプ
資源タイプ識別子 http://purl.org/coar/resource_type/c_6501
資源タイプ departmental bulletin paper
著者 TANAKA, Keiko

× TANAKA, Keiko

TANAKA, Keiko

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田中, 桂子

× 田中, 桂子

田中, 桂子

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抄録
内容記述タイプ Abstract
内容記述 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.
内容記述
内容記述タイプ Other
内容記述 【研究ノート/Research Note】
書誌情報 巻 39, p. 87-106, 発行日 2011-03-30
ISSN
収録物識別子タイプ ISSN
収録物識別子 0918-984X
書誌レコードID
収録物識別子タイプ NCID
収録物識別子 AA12017709
著者版フラグ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
出版者
出版者 明治学院大学国際学部
資源タイプ
内容記述タイプ Other
内容記述 Article
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