| In an age when globalization and internet keep developing at a fast speed,foreign language ability becomes a critical factor to the development of a country,and of an individual as well.The world becoming increasingly closer together,people need more communication and cooperation to solve global issues and to meet global challenges.America is an immigrant country with rich multi-cultures and immigrant language resources.Foreign language policy plays a vital role in American national security,economic and trade development,as well as solving global issues in a way that is in the interest of America.This dissertation tracks the development trajectory of post-WW?American foreign language education policy,focusing on the development in four major historical period.The methods employed are historical research method,for clarifying the context of development of American foreign language policy and grasping the context,pattern and characteristics of the policy development;and literature research method,for interpreting and analyzing policy documents,understanding the specific objectives,requirements and implementation methods,and finding out from the implementation data the biases and deficiencies of foreign language education policy development.According to the education policy analysis theory of Stuart Nigel,Sun Miantao and William N.Dunn,the author puts forward the four frames of American foreign language education policy,that is,the frame of policy background and problem analysis,the frame of policy formulation process analysis,the frame of policy text analysis and the frame of policy implementation and outcomes analysis.Starting from the time dimension of American foreign language education policy development,against the historical background of the social,political,economic and cultural development of that time,the dissertation analyzes the driving force of policy development in different stages,explores the internal and external factors that influence policy formulation,interprets important policy texts and analyzes the policy effect on foreign language education development.The study is comprised of eight parts.Apart from the introduction and conclusion,the body consists of six parts.Chapter Two traces the American foreign language education policy and foreign language education before WW?.Chapters Three to Six analyze,according to time dimension,the background,objectives,texts,implementation and outcomes of foreign language education policy in different historical periods.Chapter Seven analyzes the major factors that have influenced the American foreign language education policy formulation.Chapter Eight analyzes the deficiencies of American foreign language education policy and the enlightenment they bring to us.The following is a detailed description of these chapters.Chapter Two explores the background of American foreign language education development before WW?and the implicit foreign language education policy,expounds the effect of the implicit foreign language education policy on foreign language education,analyzes the specific pattern and connotation of the implicit foreign language education policy,and lays the foundation for comprehending the American foreign language education policy development after WW?.The development of American education also reflects a history of American immigrants.Foreign language policy has not been on the agenda of American federal and local goverments,hence no foreign education policies.Chapter Three studies foreign language education policy which is for the sake of national security(from post-WW?to the beginning of1960s).The demand for foreign language talents during WW?prompts America to start training foreign language talents for the army.The implementation of the Fulbright-Hays Act in 1946 enhances American foreign language education and the cultural exchange with other countries.The successful launching of the Russian satellite makes America realize the importance of language,science and mathematics,among which language is the most important to national security.National Defense Education Act,which is signed into law in 1958,connects,for the first time,national security with foreign language education,and at the same time expands the control of federal government on education.Chapter Four studies foreign language education policy against a multicultural background(from the beginning of 1960s to 1970s).The wave of immigration brings multi-cultures to America,along with social problems.To promote education equity and consolidate the unity of the country,Bilingual Education Act of 1968 first gives support to the education of minority languages,cultures and traditions in the form of law,although it is,in essence,aiming at the assimilation of minorities and native Americans.Chapter Five discusses the foreign language education policy based on criterion(from 1980s to 1990s).During the 1980s,the world steps into a globalization age.The poor performance of American students in an international setting causes concern about the quality of education.America 2000:An Education Strategy and Goals 2000:Educate America Act both suggest formulating an education criterion.Standards for Foreign Language Learning in the 21~stt Century opens up the prelude to American education reform,which is the first time in American history to set a criterion to foreign language education and to put forward the famous“5C”foreign language learning criterion.Chapter Six studies the foreign language education policy from a global outlook(from 911 till now).After 911,America begins to realize that force is not the only way to solving international disputes and conflicts and starts to attach importance to“key languages”education.National Language Conference White Paper and National Security Language Program suggest cultivating American citizens with global outlook,equipped with global knowledge and capacity,and in the service of America's national interest such as economy and trade,and national security as well.These are,in essence,for the purpose of protecting America's hegemony supremacy in the world and disseminating the so-called democratic values of America.Chapter Seven analyzes the formulating factors of American foreign language education policy,expounds the functions of different entities in the policy formulation process,and analyzes their own respective interests.The formulation of an education policy is complicated,which results from the internal and external factors,with people's need as the internal force,federal and local governemts and educational organzations as the pusher,and also the involvement of some associations,profit groups,enterprises and media,etc.Through the reflection of American foreign language education policy development in different historical period after WW?,Chapter Eight proposes the law governing the development of American foreign language policies,points out the deficiencies of the policy and policy formulation process and,combining with China's conditions,puts forward the enlightenment on China's foreign language education policy development.American foreign language eduation has experienced prosperity and sluggish development as well,which has heavely affected by“Only-English Movement”and Anti-bilinggual idea.However,American foreign language policies have played a vital role in developing foreign language education,safeguarding national security and maintain American leadership in global economy.At the same time,they have also spread American cultural value and so-called American democracy to the world.The conclusion emphasizes the characteristics and deficiencies of American foreign language education policy development in four periods,points out that China should enhance foreign language education formulation,attach importance to the development of strategic foreign languages,and construct national foreign language education strategy and policy through political,economic,cultural and military dimensions. |
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