加拿大多元文化對教育的影響分析(中英文)

Abstract:Multiculturaleducationrevealsthecognitiveawarenessofculturaldiversityandmultiplechoices,whichenablepeopletore-examinethemotivesandultimatedestinationofthemainstreamcultureeducation,andconsequentlycanfaceuptothelimitationsofeducation.Throughreferringtosomeforeignwritings,multiculturalandmulticulturalism ’sconceptsaredefined.Bycombinedwiththedescriptionofmulticulturaleducation’sconcept,emphaticallyelaborateditsbasicideas.Then,accordingtotherealofCanadaanditshistoricalprocess,thispaperanalysesthereasonsforCanada'smulticulturallearningandsummarizeCanada'smulticulturalpolicy.Finally,theanalysisthesamepointbetweentheCanadianmulticulturaleducationandChinesenationalculturaleducation,fromtheperspectivesonconfirmingmulticulturaleducationphilosophy,fosteringstudentsthecross-culturalskillsandstructuringculturalconnotationswithnationalculturalhistory,someinspirationscanbeexploredthatbringsfromtheCanadianmulticulturaleducationtoChinesenationaleducation.Keywords:Canada;multi-culture;multiculturaleducation;inspirations1IV.中文摘要:多元文化教育揭示了人們對文化多樣性與文化多元選擇的認(rèn)知， 使人們重新審視主流文化教育的動(dòng)機(jī)與歸宿，從而正視教育的局限性。本文引用多本國外著作對多元文化、 多元文化主義的概念進(jìn)行了界定， 并對多元文化教育概念的發(fā)展進(jìn)行了描述，對其概念進(jìn)行了界定。著重闡述了多元文化教育的基本理念，其中雙語教育是前提，課程設(shè)置是關(guān)鍵，教育方法是根本。結(jié)合加拿大的現(xiàn)實(shí)發(fā)展與歷史進(jìn)程，分析了加拿大多元文化學(xué)習(xí)的原因，并描述了學(xué)校及家庭里的多元文化學(xué)習(xí)、總結(jié)了加拿大多元文化的政策和教育。最后，分析了拿大多元文化教育與我國民族文化教育的相同點(diǎn)，并從確定多元文化教育理念、培養(yǎng)學(xué)生的跨文化交往能力、按照本民族的文化歷史構(gòu)造民族教育的文化內(nèi)涵等角度探討了加拿大多元文化教育對我國民族教育的啟示。關(guān)鍵詞:加拿大；多元文化；多元文化教育；啟示1.Induction1.1.Relatednotions1.1.1.Multi-cultureandmulticulturalismNationalcultureisonefactorofmulti-culturecomposition,thesymbolofnationstateandthemainfeaturetocertifycountry’sownindependentidentity.Itoriginatedfromaspecificethnicgeography,environmentandlong-termsocialpractice.Asanationalco-preciousspiritualwealth,nationalculturenotonlytoshapethenation'slifestyle,butalsotoconstructthespecificationofthevalueofthenation,isthefundamentalsourceofnationalcommunitycohesion.Inthe“MulticulturalCitizenship:ALiberalTheoryofMinorityRights,Will”Kymlickabelievedthatculturalprovidesthepossibilityforcitizenstochooseameaningfullife.Asamulti-ethnicnation-state,Canadashouldproceedfromfreedomandrespecttheculturalrightsofcitizens,inclusive“Nationalcitizenshipand“”Thinidentityto”integrateethnicnation-state.Nation-statenothavetocreateaunifiednationalculture,butonlytoensurethatallethnicgroupshavetheopportunitytomaintainadifferentculture,sothatitcanensurethatmembersofallethnicand2culturalidentitygainequalprotection.Duetothedifferentsituationofdifferentculturalgroups,trulyequaltreatmentoftheseminorityculturesistogiveunequaltreatment.Canadianmigrationtidecauseddiversenationalculturalintegration,andmadeCanadiancultureemergedapatternofmulticultural.Accordingtotheexplanationof“multi-culture”fromthe“CanadianEncyclopediawhich”editedbyJames?H?Marsh,generally,therearethreemeanings:First,itreferstoaracialorculturalheterogeneitycharacteristicsofthesociety;Second,itwastheperceptionoftheconceptofequalityandrespectbetweenethnicorculturalgroups;Third,itwasthepoliciesthatCanadianfederalandprovincialgovernmentimplementedsince1971.Hallconsideredthatthe"multi-cultural"and"multiculturalism"segmentisausefulapproachin“UnsettledMulticulturalism.He”thought,multiculturalasanadjectivedescribedthecoexistenceofmanyculturesinthesocialcommunity,andattemptedtoestablishacommonlife,butitalsocanretaintheoriginalidentitysocialcharacteristics.While,"Multiculturalism"tendstorefertothosestrategiesandpoliciesforgovernanceormanagementdifferencesinamulticulturalsociety,itisapoliticalideology.Althoughscholarsdisagree,eachhasfocusedparticularityon,butallactivelyagreesthecoremeaningofmulticulturalismthatrespectfordifferences,givingfullrightstominorities,implementingdifferentiatedpolitics,andadvocatingtherealdemocracy,inordertorealizethecoexistenceofmultiple.1.1.2.MulticulturaleducationSincethedateofsubmission,Multiculturaleducationasaconceptattractedtheattentionofthemulti-ethniccountries.Manycountries,fromdifferentangles,indifferentwaystodefinemulticulturaleducation,althoughhavediversestatement,butgenerallytheyhavethesamemeaning.Severalrepresentativetheoriesaresummarizedasfollows:JamesLych,theBritishmulticulturaleducationist,consideredthatmulticulturaleducationisanreformmovementinordertomeettheneedsofthevariousminority3groupsorindividualsinthecultureconsciousnessandself-evaluation.Itspurposeistohelpallthedifferentculturesoftheethnicgroupstolearnhowtoliveharmoniouslyinmulticulturalsocietyactively,thentomaintaintheequilibriumofeducationalachievementamongpopulations,andbasedonthepromotionofmutualrespectandtolerancetoconsiderallnationaldifferences.InJapan,themorerepresentativetypicalopinionthoughtthat,so-called"multiculturaleducation"istoprovideequaleducationopportunitiesfortheyoungpeopleofdiverseculturalandethnicbackgrounds,especiallythosechildrenoftheethnicminoritiesandimmigrantsinpoorsituation.Itistheimplementaryeducationonthebasisofrespectfortheirnationanditsculturalidentity.Americanmulticulturaleducator,CJamesA?Banksconsideredthat,multiculturaleducationgenerallyrefersinthemulti-ethniccountry,inordertoprotectingtheholdersofawidevarietyofethnicandculturalbackground,inparticulartheirchildrenabletoenjoyequalopportunitiesineducationandtheirnationalcultureanditsuniquecharacteristicsachieverespect.What’smore,Banksbelievedthatthefundamentalgoalofmulticulturaleducationis:"madegroupsbelongingtodifferentcultural,ethnic,socialclass,canlearntomaintainrelationssoastoachievepeaceandco-ordinationbetweensymbiotic.However,multiculturaleducationisnotjustaconceptorslogan.Tobecomeoperableeducationactivity,practicaleducationreformmustbeputforward.Theearly1980s,Gollnick(fromUSA)integratedmanyscholarspointofviewandputforwardthemulticulturaleducationhaveto:promoteculturaldiversityoffeaturesandvalue;promotetheconceptofhumanrightsandrespectforsocialjusticeandequalityofopportunitybetweenindividuals;sothateveryonehastheopportunitytochooselife;promotethesocialbecomejusticeandequalityofopportunityforallmankind;promoteequaldistributionofpowerbetweenthedifferentraces.Inourcountry,multiculturaleducationisknownasamulti-ethnicculturaleducationorminorityeducation,mainlyfromtheperspectiveofculturalbackgroundtostudynationaleducationissues.4Sincethe1990s,scholarsunderstanding’ofmulticulturaleducationtendtobeconsistent,comprehensiveup,itcanberoughlylikethisexpression:multiculturaleducationshouldenableallstudents(notonlyminoritystudents)knownandunderstandthevariousculturesinthecommunity,includingstudentsowncountry'sculture,aswellasauniversalnationalmainstreamculturesharedbyallethnicgroups.whileregardlessofgender,race,religion,language,socialeconomicstatus.Multiculturaleducationmusthelpstudentsacquiretheknowledge,skillsandattitudeneededtosurviveinthenationalmainstreamculture,butalsohelpstodeveloptheabilityofstudentsinthenationalsubculturesandotherminoritysubculturessurvivalneeds.Throughmulticulturaleducationcourses,studentscanknowthesocialinjusticeanditscauses,andcanimprovetheirabilitytoadapttodifferentculturalbackgroundsarethegoalsofmulticulturaleducation.Inshort,multiculturaleducationisa“differentculturaleducation,”whichtreatsrespectdifferentculturesasthestartingpoint,basedoneverygroup’equality,sthenpromotedthemutualunderstandingbetweendifferentculturalgroupswithtargets,planstoimplementaco-equal.1.2.Thetheoreticalbasisofthemulticulturaleducation多元文化教育是當(dāng)代國際流行趨勢之一。它揭示了人們對文化多樣性與文化多元選擇的認(rèn)知，它是在世界一體化格局中，人們對于保持各自文化的特性，所做出的積極努力的一種結(jié)果。維持多樣性，尊重差異，各民族有權(quán)利積極參與社會(huì)各方面的活動(dòng)，而不必放棄自己獨(dú)特的認(rèn)同，是多元文化論倡導(dǎo)的主旨，也是多元文化教育得以產(chǎn)生、發(fā)展的理論基點(diǎn)。Multiculturaleducationisoneofthecontemporaryinternationaltrends.Itrevealspeople’sawarenessonculturaldiversityanddiverseselectionsofculture.What’smore,itisaresultthathumanmadepositiveefforttomaintaintheirownculturalcharacteristicsInthepatternofworldintegration.Maintaindiversity,respectfordifferences,eachnationhastherighttoactivelyparticipateinsocialactivities,withouthavingtogiveuptheirownuniqueidentity,abovefouraspectsaremulticulturalismadvocatedkeynote多元文化教育思想的理論基礎(chǔ)主要由美國的社會(huì)民族理論中的文化多元主義理論;文化人類學(xué)中的文化傳承理論與文化相對主義理論；心理學(xué)中的社會(huì)學(xué)習(xí)理論;教育學(xué)中的教育機(jī)會(huì)均等理論所組成。Multiculturaleducationisoneofthecontemporaryinternationaltrends.Itrevealsadiverseselectionofculturaldiversityandawareness,itisaresultinthepatternofworldintegration,Maintaindiversity,respectfordifferences,eachnationhastheright5toactivelyparticipateinsocialactivities,withouthavingtogiveuptheirownuniqueidentity,tomaintaintheirownculturalcharacteristics,madepositiveefforts.Maintaindiversity,respectfordifferences,eachnationhastherighttoactivelyparticipateinsocialactivities,withouthavingtogiveuptheirownuniqueidentity,multiculturalismadvocatedkeynote,multiculturaleducationistoproduce,thedevelopmentofthetheoreticalbasispoints.TheoreticalBasisofmulticulturaleducationbythetheoryofmulticulturalisminthenation'ssocialtheoryoftheUnitedStates;culturalanthropologytheoryofculturalheritageandculturalrelativitytheory;sociallearningtheoryinpsychology;pedagogyeducationequalityofopportunitytheory.（1）文化多元主義理論是多元文化教育直接的主要理論基礎(chǔ)。文化多元主義認(rèn)為，在一個(gè)多民族國家，每個(gè)民族群體都可以保留本民族的語言和傳統(tǒng)文化，與此同時(shí)，他們也應(yīng)融入到國家的共享語言文化中去。Thetheoryofmulticulturalismmulticulturaleducationdirectlytothemaintheoreticalbasis.Themulticulturalismthateachethnicgroupinamulti-ethniccountry,canretainthelanguageandtraditionalcultureofthenation,Atthesametime,theyshouldbeintegratedintothesharedlanguageandcultureofthecountry.（2）文化相對主義認(rèn)為，每個(gè)社會(huì)都有它自己的特色，人的思想感情等都是由它的生活方式所塑造的。文化相對主義的核心是尊重不同文化的相互差異，謀求各種文化并存。theculturalrelativismthateverysocietyhasitsowncharacteristics,andthethoughtsandfeelingsofthepeopleareshapedbyitslifestyle.Theculturalrelativismcoremutualrespectfordifferentculturesdifferencestoseekcoexistenceofvariouscultures.（3）人類學(xué)的文化傳承認(rèn)為，社會(huì)的代際文化傳承不僅在學(xué)校中進(jìn)行，而且更多的是在家庭和社區(qū)活動(dòng)中實(shí)現(xiàn)的。Anthropologicalandculturalheritage,theintergenerationalculturalheritageofthesocietynotonlyinschoolCarriedout,andmoreisinfamilyandcommunityactivities.（4）心理學(xué)的社會(huì)學(xué)習(xí)理論認(rèn)為，年輕一代的社會(huì)化是一種行為模仿的結(jié)果。而不同社會(huì)族群、學(xué)校、社區(qū)與家庭特有的文化模式將會(huì)培養(yǎng)出具有不同信仰、價(jià)值觀與行為模式的人。Thepsychologyofsociallearningtheory,thesocializationoftheyoungergenerationistheresultofanactofimitation.Specificculturalpatternsofdifferentsocialgroups,schools,communitiesandfamilieswilltrainpeoplewithdifferentbeliefs,valuesandbehaviorpatterns.（5）教育學(xué)的教育機(jī)會(huì)均等的理論也是多元文化教育的基礎(chǔ)理論之一，所謂的教育機(jī)會(huì)均等是指將所有的事物提供給所有的人，而不能依據(jù)學(xué)生的種族、文化、宗教信仰、性別等差異為理由減少或拒絕他們受教育的機(jī)會(huì)。Pedagogyofthetheoryofequalopportunitiesineducationisoneofthebasictheoryofmulticulturaleducation,theso-calledequalityofeducationalopportunityis6thebeallthingstoallpeople,andnotbasedontheirrace,culture,religion,genderdifferencesthegroundstoreduceordenythemeducationalopportunities.1.3.Basisideaofmulticulturaleducation1.3.1.Bilingualeducation——theprerequisiteOnthesurface,Bilingualeducationseemstoonlysolvetheproblemoftherelationshipoflanguageandeducation,butinfact,itisanextremelycomplexprocess.Ifstartingfromthepointsofviewofthedifferentdisciplinesofnationalcultural,psychological,socialandlanguage,wecanfindbilingualeducationisatoolofnationalculturalheritage,thecharacterizationofthenationalpsychology,signsofnationalidentity,etc.Therefore,Bilingualeducationisabasicpremiseoftheideaofmulticulturaleducation.Inamulticulturalsociety,thereisalwaysadifferencebetweenmainstreamcultureandsub-culture,astrongcultureandweakculture,generally,thosefourculturesareone-to-onecorrespondence.Themainethnicoccupyastrongpositionbyitsmainstreamcultureintheculturalexchanges.Fromthetermsofthesocialfunctionoflanguageexchanges,”Useofstronglanguagegroupsusuallydonotlearnormasterthelanguageofdisadvantagedculturalgroups,unlessthereisaspecialpurpose.Contrary,thevulnerableculturalgroupsmustgraspthestronglanguage”.Itisthedefactoinequalityinthislanguagefunction,peoplegenerallyagreewiththemainstreamsocietyperspectiveviewforalongtime,thentherearetwonormaltendencyinbilingualeducation:First,usingthestronglanguagetoinsteadthelanguageofethnicminorities,andneglectthemostimportantlanguagefactorsofnationalidentity,assimilationisteducationlanguageissueisso;Second,usingminoritiesdisadvantagedlanguagetoresistthemainstreamcultures’stronglanguage,thenformnarrownationalismeducation.Isolationeachother'slanguageeducationisunfeasible,thebilingualeducationshouldprovidelearnerswithappropriateculturalperceptionsasfaraspossible,thencloselycombinedthelanguagesymbolstotheirculturalcontent.Itcanpromotethemutualrecognitionoftheculturefromapositiveperspective,bothmakeminorityfeel7theprideofthenationalculture,butalsohavemulticulturalidentity.So,fromculturalsimilaritiesanddifferencestocarryoutlanguageeducationhasbecomeanimportantelementoftoday'sglobalmulticulturaleducation.1.3.2.Schoolcurriculum——thekeyInmulticulturalsociety,duetothelackofculturalandsocialidentityleadingbydifferentethnicgroupscoexist,thenationaleducationprogramcoursestakethecoordinateddevelopmentissuesofmulticulturalintoconsider.Itisthecross-culturaleducationcurriculum.Ithastwoorientations:First,theschoolcurriculumshouldfullyreflectandmaintaintheuniquecultureofethnicminorities,sothattheyhavetheirownsetofculturalheritage;Second,stressedthecommoncharacteristicsofthetwoculturesintheschoolcurriculumandcanbetolerantofeachothersdifferences’.Sincethesecondhalfofthe19thcentury,thedevelopmentoftheschoolcurriculumshowedthatthesubjectsofschoolcurriculumisdeterminedbythestructureitself,inturn,belongstothescientificdisciplines.Sciencedisciplinesweretreatedasthebasisonconceptstructureandworldknowledge,rationthanregardedtheactualexperienceandproblemsofthestudentsastheirbasis.Therefore,multiculturalcurriculumcommentatorshavesuggestedthattheschoolcurriculumshouldnotbemodeled,butshouldbecomemorediverse,culturaldiversityisthemostbasicbasis.Intheconditionsofmulticulturaleducation,thegoalofcurriculumreforminvestigationshouldcombinethepracticeexperiencefacedcourseswithmodernsubjectcourse.Onlythiscourseisintroducedintotheschool,multiculturaleducationcanrealize.Therefore,theprincipleofguidingmulticulturalcurriculumarises:amulti-ethnicconceptshouldpermeatetheschoolenvironment;curriculumshouldhelpstudentstounderstandthelearningstylesofminoritystudents;studentscoursesshouldbeconducivetotheformationofdiversifiedvalues,attitudesandbehavior;coursesshouldcultivatetheskillsofstudentsincross-culturalexchanges;curriculumshouldhelpstudentstoexplainthepointofviewoftheassessmentofdifferentethnicgroupsinthehistoryofconflict;coursesshouldbethelanguageoftheethnic8minoritiesasimportantcontentandencouragestudentstousetheirmothertongue;theculturalbackgroundofminoritystudentsshouldbetakenintoaccountwhenevaluateofthestudent'sprogram..Courseisthemosteffectivewayofmulticulturaleducation.Thiscrucialareahasnotbeendevelopedinalong-termperiodoftime.Particularity,theminoritynationalityeducationcoursesdonotpayenoughattention,mainlyshowsthatteachingcontentandculturalbackground,languageenvironmentareoutoftouch,simplepracticeisonlythecompilationoftheteachingmaterial.Inordertodevelopwidefieldofmulticulturalcurriculum,nationalcharacterandmoderngrowingcausemoreconcern,andbecometheinevitablechoiceforthedevelopmentofmulticulturaleducation.1.3.3.Teachingmethod——thefundamentalTeachingmethodsiscloselytiedtothemulticulturalcurriculumimplementation.Cross-culturalresearchresultsshowthatthedifferentculturalbackgroundsstudentshavesignificantdifferenceincognitiveability,understandingcapacity,logicaljudgmentandlogicalthinkingability.Thus,itdeterminedtheparticularityofminoritystudentsinteachingmethodsandstrategies.Inaddition,certaincoursesandcontentrequirementshavematchingteachingmethods.Whentheissue“howtoimplementmulticulturalcurriculumduringtheprocessofeducation”wasraised,theanswerisrelativelysimple,becausethetargetisgeneral;theeducationandtrainingenvironmentforchildrenshouldbefarthestconducivetotheirpersonalandsocialdevelopment.Inordertoachievethisgoal,GermanymulticulturalcurriculumspecialistsLvErthink,multiculturalcurriculumshouldfocusonchildrenexperienceasthecenter,highlightedthevisualimage,thespecificcombinationofchildren'scognitivestructureandlifeexperience;thenbrokenthetraditional,singleteachingmethod,andadoptmoderncurriculumandmodernmethodtorealizedunifies.Asinglemethodandmultiplecourseitselfiscontradictory,multiplecourseshouldimplementwithdiversemethods.Thedifferencesofmethodsisdeterminedby9languagedifferences,psychologicalstructuredifferencesandculturaldifferences,howtochooseteachingmethodstoadapttocoursestructureandchildmentalstructurewasrelatedtotheeffectivenessofimplementation.2.CharacteristicsoftheCanadianMulticulturalism2.1.ThehistoricaloriginsoftheCanadianMulticulturalismTheCanadianMulticulturalismdatesbacktothe16thcenturywhenEuropeansimmigranttotheNewWorldandtheintroductionofreligion.DuringthedevelopmentofCanadiannationalculture,especiallysince1534FrenchpeopleestablishthefirstresidentialpointinNorthAmericaandlaterBritain,FranceandChinatoestablishacolonythatmanyimmigrantsfromworldfloodintoit,manyculturescoexistconfoundingsituationanditsnationallanguagestatusdisputesclearlydemonstrated.Last100year,CanadianethnicresidentsincreasedproportionistherealbasisforCanadianmulti-culturetoform.Bythelate1980s,morethantwo-thirdsofCanada'simmigrantscamefromAsia,Africa,LatinAmericaandtheCaribbeancoast.Theycamefromdifferentregions,differentlanguages,differentcustoms,differentreligion,differenthistoricalandculturalbackgrounds,differentcountryofeconomicenvironmentandlifeway,aboveallconsistedCanadamulti-culture.Atpresent,Canadaterritory,whichisoneofthelargestcountrieshaveracialandethniccompositionintheworld,distributedwithmorethan100racesandethnicgroupsethnic.Amongnearly3,000populationofpeopleinCanada,about97%peopleisimmigrantsandtheirdescendants,withtheoriginandFrenchresidentsasthemainbody,respectively40%and27%ofthetotalpopulation,followedbyItaly,Germany,Ukraine,theNetherlandsandotherEuropeansseedandAsianimmigrants,indigenousethnicpopulationaccountedforonly3%.Therefore,otherethnicgroupsandindigenouspeopleexpectBritainandFrenchcanbedescribedasminoritiesinCanada.UnlikeAmericansocietyassimilateimmigrantsinameltingpot,CanadianimmigrantsadapttolifeinCanada,meanwhilestillfirmretainsmanytraditionsofthenation.ThismakesCanadainthenational,religious,culturaltraditionshowinga10morecolorfulandvividlandscape,socalled"ethnicmosaic","culturalPlatteronethnic,religious,andculturaltraditions.Therefore,thesewillbetreatedasbasicsocialhistoricalconditionstoorganicallyconstitutetheCanadianMulticulturalism.2.2.CanadianmulticulturallearningMulticulturalsocietyshouldgiveperformanceopportunityforthedifferentgroup,andtoletpeopleenjoyeachothersdifferentculturalcharacteristics.InCanada,multipleculturestudycontainstwocontents:oneistostudythenationalculturaltradition;secondistounderstandthecultureofothernations.Inthelate80s,theCanadiangovernmenthasputbiggerfundstoencourageallethnicgroupstoprotectanddeveloptheirownculture,thegovernmentgivethecultureandeducationcausepowertotheprovincialgovernment.Througheachprovinceisinchargeoftheirownculture,themulticulturalismbeplannedastheguidancetoexecutiveeducation,besides,localgovernmenthasevenpassedlegislationtomakepublicprimaryandsecondaryschoolseducateandlearninvariousmulti-cultureforms.Afterthelater90s,withtheincreasenumberdifferentcountriesnationalpopulation,inCanada,morethan7%oftheschool-agechildrenfromthemothertongueisnotEnglishorFrenchfamily.Whenthesechildrenbegantonoticethatthemselvesisdifferentfromsomepeoplearoundinlanguage,costume,diet,andbehaviorstyle,theirfamilyandtheschoolmustberesponsibleforchildrenmulticulturallearning,andregarditastheirduties.a.Thereasonofmulti-culturelearningMulticulturallearninginCanadahasformedapermanentmode,itisnotonlyensurethatminoritychildrenrealizesocializationalongthisnationtraditionsandvalues.Andprovidingopportunitiesfordifferentgroups,theycanmutuallyappreciateofthecharacteristicsofdifferentculture,andcanseekeducationalvaluecontentintheprocessofrespectingfortraditionalculture,therebyinhibitingthebreedingofracistideas.11TherearetworeasonstoexplainwhymulticulturallearningwelcomedinCanada.Thefirstoneisthatmulticulturallearningcontributestoallethnicgroupsliveinharmony,keepnationalunity,thencanavoidthehappeningoftheethnicconflicts.Theotheroneisthatmulti-cultureisanadvantageforCanadatocarryoutinternationaltradeandcompetition,increasinginternationalcloseeconomicplanandcooperationcannotdowithoutlanguage,Generally,mothertonguecanalsobetheexchangelanguage.Intheinformationsocietywhofirstmastertheinformationandtechnologywillhavethecompetitioninitiative.b.MulticulturallearninginfamilyTheprocessofmulticulturalfamilylearningisoftenthroughoutthegeneraldailylife.Duetothechildren'sunderstandingofthemainpartofthecultureisformedintheearly,whenparentstalktochildren,tellstoriesandplaygames,inadditiontothechurchoftheirownculture,evaluationofotherculturesalsodirectlyaffectchildren.Througheducatingchildthemulticulturaleducationearly,childenablestounderstandthemwithcuriosityandacceptanceinsteadofthedoubtsandfearsoftheirowncultureandothercultures.Moreover,itisabletohelpthemunderstandwhytheyandotherpeoplehaveadifferentpointofview,diverseclothing,andthenteachthemtorespectandappreciatemulti-culture.c.MulticulturallearninginschoolInschool,theapproachformulticulturallearningisthatmulticulturalactivitiesandprogramsincludedintotheschoolcurriculum;ontheonehand,theprocessofmulticulturallearninginschoolreflectedintheteachingandlearningactivitiesintheclassroombyorganizinganumberofclassroomactivitiesandthesameoradifferentcultureofthenation.Intheclassroom,students,whocamefromdifferentculturalbackgrounds,canbeorganizedintheformofteachingtolearnthelanguageandcultureoftheirownnation,amongit,themosttypicalmodeisthemothertongueteachingandlearninginthemothertongue.Ontheotherhand,theprocessofmulticulturallearninginschoolreflectedtheenvironmentoutsidetheclassroom,such12asavarietyofextra-curricularactivitiesthatcanreflectthenationalcharacteristicstolearnmulti-culture.TheschoolisapartofCanadianmulticulturalsociety,througheducationpassingmulticulturalismfromgenerationtogeneration.ThisissaythattheschoolsmulticulturaleducationcannotonlyhelpthestudentsofdifferentnationalitiestounderstandthatCanadaisamulticulturalsociety,butalsocaneducatestudentstobuildCanadiansociety,andcreateabetterfuture.Inthissense,multiculturaleducationnotonlycanreducethebarriersofallethnicgroupswithinCanada,butalsowillstrengthentheunitybetweenthem,andfinally,allpeopleworktogethertobuildtheirowncountry.2.3.MulticulturalpoliciesandeducationofCanadianIntheevolutionhistoryofCanada,Canadahadtried"assimilation"and"integration"modetoreformsociety,butallfailedandfrustrateduntilfinallyapolicyofmulticulturalismwasintroducedinthesixtiesandseventiesofthe20thcentury.So,thegovernmenthasformulatedanumberofplanstocarryoutthepolicy.Since1971,mostprovincesinCanadahavedevelopedaseriesofpoliciesandprogramsformulti-culture.In1972,thefederalgovernmentalsoappointedthecompetentmulticulturalMinistertomanagethenationwidemulticulturaleducationetc.Besides,in1982,multiculturalismwasenrolledintheCanadianconstitutionandtheCanadiancharterforrightsandfreedom.What’smore,inJuly1988,theGovernmentofCanadaenactedtheCanadianMulticulturalismActspecifically,andthenmulticulturalcountry'svariousvaluesweretreatedasholy.Multi-culturebecomealawthatlegallydefinedasirreversiblefeatureofthesocialandculturaldevelopmentofCanada.Inordertoensuretheimplementationofthepolicyofmulticulturalism,theCanadiangovernmentproposedmulticulturaleducationthatadvocatesnationwidepeoplerespectfordifferentcultures,throughmulticulturaleducationforallCanadians,includingdifferentethnicgroups,differentlanguagesandbeliefs,peopleofdifferentreligions,thepurposecanrealize,whichcanpromotemutualrespectbetweendifferent