摘要
少数民族预科语言教育得到了教育部及相关高校的高度重视。2018年,预科语言教育规划模式发生了转变,自上而下的语言规划模式被多主体共同参与的语言治理模式所取代。本文基于语言管理理论,通过文献分析法对我国少数民族预科班政策文本进行了梳理,通过个案研究证实了预科班宏观语言教育规划的转变,并在此基础上通过参与式观察对学校、教师等中观及微观的语言教育规划主体的作用进行了深入分析,结合基于问卷调查收集到的有关学生对预科语言教育的相关需求,提出了少数民族预科语言治理模型及相关的治理主体与多样化教学生态,以期为少数民族语言规划与语言教育提供借鉴。
The preparatory program for ethnic minority groups has received high concern from the Ministry of Education and relevant colleges and universities.In 2018,the model of LPLE for preparatory course has been changed for the top-down language management has been replaced by the language governance with the participation of more actors.This case study,based on the theory of language management,starts from a literature analysis of the relevant policy text.A transformation of language policies and language planning in the macro level is confirmed.On this basis,through participatory observation,the roles of schools,teachers and other actors in the macro and micro levels is analyzed.Combined with a questionnaire to find out the needs of students with the topics of language education,it is concluded that the preparatory program has established a language governance model and a diversified teaching ecology.The findings of this study provides reference for the field of LPLE for ethnic minority groups.
出处
《语言政策与语言教育》
2020年第2期66-76,121,共12页
Language Policy & Language Education
关键词
少数民族
预科
语言治理
语言政策
语言教育
ethnic minority groups
preparatory program
language governance
language policy
language education
