摘要
传承语研究和教育在应用语言学界仍然是一个新兴的领域,其历史可追溯至20世纪70年代。但是最近十年这一领域发展蓬勃,积累了丰硕的研究成果和有意义的教育实践经验。传承语作为一种多语现象,它的习得顺序、语言能力分布都与其他多语形式不同。传承语在移民社会中的形成和发展也折射出复杂的个人与社会情感,它不仅对移民个体的身份认同有深远影响,还是一个移民国家的语言能力、资源与政策规划的重要组成部分。本文综述了多语多文化主义视角下传承语研究的发展演变,分析了近期语言意识形态的转变对传承语身份研究和传承语教育政策的影响。本文重点关注中文作为传承语在美国的发展情况,共分为三个部分:(1)多语视角下的传承语相关概念的论争与嬗变;(2)多语政策下的传承语教育现状与挑战;(3)多语教育模式下的传承语身份研究。最后,本文讨论并提出了中文作为传承语研究的未来发展方向。
The research of heritage language traces back to 1970s when major immigrant countries embraced multiculturalism as a defining feature of their national identities.The field has since witnessed rapid growth in both research and practices,particularly regarding issues related to heritage learner identity and multilingualism.This article provides an overview of this recent development,with a focus on Chinese as a heritage language in the United States of America.The article begins with a critical examination of the key concepts“heritage language”,“heritage language competence”,“heritage language learners”,as well as the debates centering around them as multilingual concepts.The next section discusses the current efforts and challenges in the U.S.in supporting heritage language education through multilingual policies.Finally,the article reviews the most updated empirical studies on identity and heritage language learning in multilanguage education,examine how learner’s sense of self interacts with their agency,motivation,and overall language experience.The conclusion highlights the critical role of heritage language education and identity research in multilingualism movement and offers suggestions for future research.
出处
《国际汉语教学研究》
2021年第4期15-27,65,共14页
Journal of International Chinese Teaching
关键词
中文
传承语
身份研究
传承语教育
多语主义
语言意识形态
Chinese language
heritage language
identity research
heritage language education
multilingualism
language ideologies
