Interdisciplinary Aspects of Bilingual Education. Lektos: Interdisciplinary Working Papers in Language Sciences, Vol. 2., No. 1.

Autor/in	St. Clair, Robert
Institution	Louisville Univ., KY. Interdisciplinary Program in Linguistics.
Titel	Interdisciplinary Aspects of Bilingual Education. Lektos: Interdisciplinary Working Papers in Language Sciences, Vol. 2., No. 1.
Quelle	(1976), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Ability; Applied Linguistics; Bilingual Education; Cognitive Processes; Educational Psychology; Elementary Secondary Education; Interdisciplinary Approach; Social History; Social Influences; Social Mobility; Social Status; Sociocultural Patterns; Sociolinguistics + Suchen Sie Ihr Suchwort? Linguistics; Linguistik; Angewandte Linguistik; Bilingual teaching; Bilingualer Unterricht; Cognitive process; Kognitiver Prozess; Erziehungspsychologie; Pädagogische Psychologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sozialgeschichte; Sozialer Einfluss; Soziale Mobilität; Sozialer Status; Soziokulturelle Theorie; Soziolinguistik
Abstract	This paper discusses bilingual education and argues for an interdisciplinary approach to language-related problems. Linguists are becoming aware of the moral and social implications of their efforts in the field of bilingual education within the larger context of social engineering, and they need to explore language-related issues in a broader framework which necessarily transcends the confines of academic training. Bilingual education is not the domain of any particular discipline at the present time; rather it extends into cognitive psychology, educational linguistics, educational foundations, and social history. Some issues in these areas of scholarship are reviewed in general terms by way of introduction to non-linguistic solutions to language-related problems. The melting pot hypothesis, seen as favoring the biological and cultural amalgamation of northern Europeans in America to the exclusion of other groups, is discussed, as well as what is termed the myth of social mobility, whereby the public school system is seen as the basic instrument by which the working class can advance within the social structure of American life. Arguments to refute this myth are presented. A final issue concerns differences in cognitive styles among children, and resulting discrimination against non-mainstream children. (Author/CLK)
Anmerkungen	University of Louisville, Interdisciplinary Program in Linguistics, Room 214 Humanities, Louisville, Kentucky 40208
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01