商务英语论文：美国教育政策
商务英语论文：美国教育政策
美国中小学和大学的学生人口结构发生了重大变化，这些学校正在努力提供有意义的教育，尤其是那些把英语作为第二语言的人(科利尔，1995)。他们是少数人，发现很难理解语言和沟通在他们的休闲方式，设想的东西和信息。学校正在寻找创新的交流方式，使语言障碍不再是理解和转移英语知识的障碍。语言已经成为一个人身份的一部分，这使得学生很难像印第安人或任何说英语的学生一样快速地接受它。非英语国家的学生一开始是脆弱的，因为学校生活充满了学习的媒介，交流是任何学习的第一个方面，这是主要的困难所在。
当学生已经用母语学习时，就很难学习另一种交流方式。当学生在某一特定科目上持续失败时，他们更容易在心理上内化他们所经历的情感挫折。基于这个原因，教育政策将采用一种经过修订的方法来研究英语教学如何影响那些甚至从未学过英语字母表的人。目前的教育政策认为，将英语作为另一种语言来学习是前所未有的(Kubota & Sun, 2012)。他们忘记了来自不同种族的学生，对他们来说，英语是第二语言，更重要的是支持他们先学习语言，以便继续学习其他科目。失败对学生的情感影响是传奇的，有时是不可逆转的，会造成终生的情感创伤。
商务英语论文：美国教育政策
There has been a major shift in the student demographics in US schools and colleges, and the schools are struggling with the way of providing a meaningful education, especially for those who come with English as their second language (Collier, 1995). They are the minority which finds it difficult to understand the language and the communication in their leisure manner of conceiving things and information. The schools are finding innovative means of communicating with them such that the language barrier is not more a hindrance in understanding and transferring the knowledge in English language. The language having become a part of one’s identity makes it difficult for students to adopt it as fast as the Native Americans or any English speaking student would. Non-English speaking students are fragile at first as school life is filled with learning mediums, and communication is the first aspect of any learning, which is where the primary difficulty arises.
When students are already learned in their mother tongue, it is difficult to learn another mode of communication. School students are more vulnerable to psychologically internalise the emotional setbacks they experience when failing consistently in particular subjects. For this reason, educational policies are to adopt a revised way of looking at how the teaching of English affects those who have never learnt even an alphabet of the language. The educational policy currently assumes it as unprecedented to learn English as just another language (Kubota & Sun, 2012). They forget that students coming from different ethnicity for which English is a second language, it is more essential to support them to learn the language first so as to continue learning other subjects. The emotional impact of failure on school children is legendary and sometimes irreversible, causing deep emotional wounds staying for life.
