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このアイテムの引用には次の識別子を使用してください: http://hdl.handle.net/10087/12351

タイトル: 米国先住民言語教育政策に関する一考察――先住民言語関連法の制定に伴う部族語教育とアイデンティティーの関係性を中心に――
その他のタイトル: A Study on Language Policy and Education for Native Americans:How Native American Languages Acts Changed Their Indigenous Languages Education and Influenced Their Identity
著者: 柳澤, 順一
Yanagisawa, Junichi
ヤナギサワ, ジュンイチ
キーワード: ネイティブ・アメリカン
発行日: 2018年12月20日
出版者: 高崎商科大学メディアセンター
引用: 高崎商科大学紀要.33.187-200(2018)
抄録: School education for Native Americans started at boarding schools in the late 19th century based on the Federal Government's assimilation policy. With the advent of ethnic revival movements in the 1960s, however, assimilation education for the indigenous came to an end and was replaced by other educational programs such as adoption of ESL teaching methods in the 60s, transitional bilingual education programs in the 70s, and immersion programs in indigenous languages in the 80s. Just after the turn of the century, however, "No Child Left Behind Act of 2001" was enacted, making public education totally neoliberal and bringing about adverse effects on indigenous languages education as well. Indigenous language courses were downgraded to elective "foreign languages" in curricula, which could jeopardize their precious languages. This article analyzes previous and current situations of indigenous languages education in the U.S. Then it examines issues of protecting Native Americans' rights including the restoration of their indigenous languages as well as the preservation of their cultural heritages. In particular, the study focuses on education policies and indigenous language teaching methods for Native Americans to retain and enhance their identity and self-esteem to the fullest.
URI: http://hdl.handle.net/10087/12351
ISSN: 1347-703X


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