英语翻译三 国外实施双语教育的目的（以美国加拿大为例）国外实施双语教学的目的,不仅为了培养双语人才或追求共同的语言,而且

英语翻译
三 国外实施双语教育的目的（以美国加拿大为例）
国外实施双语教学的目的,不仅为了培养双语人才或追求共同的语言,而且大多源于种族同化,文化认同,社会稳定等社会和政治需要,甚至基于民族和谐共处,避免国家分裂的考虑.
1.加拿大
加拿大大力发展双语教育的高潮始于20世纪60年代,源于魁北克等地区的名族主义运动和分离倾向.加拿大是一个英国文化与法兰西文化共存的社会,约百分之80的人口使用英语,百分之20左右的人口使用法语,但是,在20世纪60年代以前,法语和法兰西的文化地位岌岌可危,许多地区的法语人口面临着迅速被同化的危险.法语家庭的子女无法获得学习法语的机会,被迫接受英语教育.在魁北克省,尽管百分之80的居民说法语,许多居民甚至只会说法语不会说英语,但法语一直屈居英语之下.这种状况最终导致名族主义运动的高涨和分离倾向的加剧,甚至出现了争取独立的呼声.
1969年,加拿大联邦政府为了消除社会的不稳定因素,顺应形式的发展,通过了《官方语言发》,宣布英语和法语同位官方语言,英/法双语人才享有进入联邦政府部门工作的优先权.至此,实施双语教育开始了上升为加拿大的社会需求和基本国策.
2.美国
美国是一个移民国家.学校扮演了同化移民的‘熔炉’角色,成为塑造‘真正美国人’的理想场所.他们要求所有学生接受相同的英语教育,培养学生掌握英语,使用英语和热爱英语.他们认为,统一的语言有助于共同的态度,共同的目标,共同的文化和共同的价值观,加速一个健康,稳定,统一,和谐的国家.早在1917年,美国前总统罗斯福就号召：“我们必须拥有旗帜,但只拥有一面旗帜.我们必须拥有语言,但只拥有一种语言.那必须是独立宣言的语言,华盛顿告别演说的语言,林肯葛底斯堡演说以及第二次就职演说的语言.共和国的奠基者把这种语言和文化传到我们手里,我们不能容忍任何反对或者用任何欧洲国家的语言和文化取代这种语言和文化的企图.我们国家的伟大取决于迅速地同化我们欢迎的外来人.任何试图阻碍试图阻碍同化的势力都是与我们国家最高利益敌对的势力.
四 双语教育的教学背景
不少双语国家及单词国家都实施了双语教育
双语教育不仅在加拿大,美国,新西兰,卢森堡等双语国家或多语国家实施,并获得了成功,而且在澳大利亚,日本,俄罗斯,匈牙利,保加利亚等单语国家实施,也获得了成功.这很能代表了当今世界绝大多数国家情况.
据《双语制度与双语教育百科全书》介绍,澳大利亚,日本等但语国家实施双语教育的直接原因与我国实施双语教学的直接原因完全相同,都是源于对外语教学质量的不满.这不是一种偶然的巧合,而是一种必然的结果.外语教学质量底是全球性的普遍现象.越来越多的国家已近认识到,仅仅开设一门外语科目,绝大多数学生只能掌握有限的外语,很难达到精通的程度.

三 国外实施双语教育的目的（以美国加拿大为例）
Ⅲ.Purpose of carrying out bilingual education abroad (take America and Canada for examples)
国外实施双语教学的目的,不仅为了培养双语人才或追求共同的语言,而且大多源于种族同化,文化认同,社会稳定等社会和政治需要,甚至基于民族和谐共处,避免国家分裂的考虑.
The purpose of carrying out bilingual education abroad is not only for training bilingual talents or pursuing a common language, but also based on the social and political needs such as assimilation, cultural identity, social stability, and even on the consideration of nations coexistence in harmony and avoiding country disruption.
1. 加拿大
1. Canada
加拿大大力发展双语教育的高潮始于20世纪60年代,源于魁北克等地区的民族主义运动和分离倾向.加拿大是一个英国文化与法兰西文化共存的社会,约百分之80的人口使用英语,百分之20左右的人口使用法语,但是,在20世纪60年代以前,法语和法兰西的文化地位岌岌可危,许多地区的法语人口面临着迅速被同化的危险.法语家庭的子女无法获得学习法语的机会,被迫接受英语教育.在魁北克省,尽管百分之80的居民说法语,许多居民甚至只会说法语不会说英语,但法语一直屈居英语之下.这种状况最终导致名族主义运动的高涨和分离倾向的加剧,甚至出现了争取独立的呼声.
The high tide of developing bilingual education in Canada began in 1960s, which derived from nationalist movement and separation tendency of Quebec and other regions. Canada is a society in which British culture and French culture coexist, about 80% of the population use English, and about 20% use French, but before 1960s, the cultural status of French and French culture was between the beetle and the block, which means French-speaking people in many regions faced the danger of being assimilated rapidly. The children in French-speaking family could not get the chance of learning French, but be forced to adopt English instruction. In Quebec, 80% of the residents spoke French; what’s more, lots of them can only speak French without knowing any English, but French was always under the thumb of English, which resulted in the rising of nationalist movement and aggravating of separation tendency finally, and even the voice of fighting for independence appeared.
1969年,加拿大联邦政府为了消除社会的不稳定因素,顺应形势的发展,通过了《官方语言法》,宣布英语和法语同位官方语言,英/法双语人才享有进入联邦政府部门工作的优先权.至此,实施双语教育开始了上升为加拿大的社会需求和基本国策.
In 1969, the Canadian federal government passed Official Languages Act for eliminating instability factors of society and complying with the development of the situation, to declare both English and French were official languages, bilingual talents conquering English and French should have priority of accessing to federal government departments. From then on, bilingual education began to be one of Canadian social needs and basic state policies.
2. 美国
2. America
美国是一个移民国家.学校扮演了同化移民的‘熔炉’角色,成为塑造‘真正美国人’的理想场所.他们要求所有学生接受相同的英语教育,培养学生掌握英语,使用英语和热爱英语.他们认为,统一的语言有助于共同的态度,共同的目标,共同的文化和共同的价值观,加速一个健康,稳定,统一,和谐的国家.
America is a country of immigrants. Schools have the role of “Melting Pot” for assimilating immigrants, and become the ideal place of moulding “ real Americans”. They ask all the students to adopt the same English instruction, training students to conquer English, use English and love English. They think the unified language helps in forming common manner, common goal, common culture and common value, speeding a healthy, steady, unitive and harmonious state.
早在1917年,美国前总统罗斯福就号召：“我们必须拥有旗帜,但只拥有一面旗帜.我们必须拥有语言,但只拥有一种语言.那必须是独立宣言的语言,华盛顿告别演说的语言,林肯葛底斯堡演说以及第二次就职演说的语言.共和国的奠基者把这种语言和文化传到我们手里,我们不能容忍任何反对或者用任何欧洲国家的语言和文化取代这种语言和文化的企图.我们国家的伟大取决于迅速地同化我们欢迎的外来人.任何试图阻碍同化的势力都是与我们国家最高利益敌对的势力.
Early in 1917, the US ex-president Roosevelt had appealed: “we should have flags, but only one flag. We should have languages, but only one language. That must be the language of the Declaration of Independence, the language of George Washington’s Farewell Address, the language of Lincoln's Gettysburg address and his Second Inaugural Address. Founders of the United States summoned this language and culture to us, we cannot stand any opposing or any attempt of replying this language or culture by language and culture in any other European countries. The greatness of our country depends on assimilating rapidly the nonnatives we welcomed. Any force trying to block assimilation is hostile to the highest profit of our country.”
四 双语教育的教学背景
Ⅳ Teaching background of bilingual education
不少双语国家及单语国家都实施了双语教育
Not a few bilingual and monolingual countries have conducted bilingual education.
双语教育不仅在加拿大,美国,新西兰,卢森堡等双语国家或多语国家实施,并获得了成功,而且在澳大利亚,日本,俄罗斯,匈牙利,保加利亚等单语国家实施,也获得了成功.这很能代表了当今世界绝大多数国家情况.
Bilingual education has not only been conducted and succeeded in bilingual or multilingual countries such as Canada, America,New Zealand and Luxembourg, but also in monolingual countries such as Australia, Japan, Russia, Hungary and Bulgaria, which can stands for situation in most countries in the world at present.
据《双语制度与双语教育百科全书》介绍,澳大利亚,日本等但语国家实施双语教育的直接原因与我国实施双语教学的直接原因完全相同,都是源于对外语教学质量的不满.这不是一种偶然的巧合,而是一种必然的结果.外语教学质量底是全球性的普遍现象.越来越多的国家已近认识到,仅仅开设一门外语科目,绝大多数学生只能掌握有限的外语,很难达到精通的程度.
From Encyclopedia of bilingualism and bilingual education, the immediate cause of conducting bilingual education in monolingual countries such as Australia and Japan is absolutely the same as in China, all based on dissatisfiedness of the foreign language teaching quality, which is not only a coincidence, but a matter of course. The low quality of foreign language teaching is global universal phenomenon. More and more countries have realized that most students can just conquer very limited rather than being proficient in foreign languages by only setting up one foreign language course.