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bicultural literacy curriculum二元文化的素养课程
Creative Education
2012. Vol.3, No.2, 251-255
Published Online April 2012 in SciRes (http://www.SciRP.org/journal/ce) /10.4236/ce.2012.32039
Bicultural Literacy Curriculum
Yer J. Thao
Department of Curriculum and Instruction, Graduate School of Education, Portland State University,
Portland, USA
Email: thaoy@
Received August 24th th th
, 2011; revised October 4 , 2011; accepted October 30 , 2011
This article examines the literacy issues in public school in the United States, and points out that current
programs do not have a meaningful cultural connection to bicultural and bilingual students. The findings
indicate that literacy must become part of bicultural and bilingual students’ reality in order to empower
them. The pedagogical content of literacy must acknowledge bicultural and bilingual students’ culture so
they can make connections to learning literacy. In order to help bicultural and bilingual students acquire
the necessary academic skills to succeed on high-stakes tests that are demanded by No Child Left Behind
Law, public schools need to infuse home culture literacy as part of literacy programs and practices.
Keywords : Language Education; Multicultural Education; Cultural Literacy; Literacy Empowerment;
Bicultural and Bilingual Education
Li
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