汉语课程建设本土化:以澳大利亚某小学为例

K. Zhao
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引用次数: 2

摘要

中文现在是澳大利亚第二大常用语言。在当地学校学习中文的兴趣越来越大。然而,据报道,以英语为主的澳大利亚学习者在学习汉语方面遇到了很大的困难和挑战。中文课程的高辍学率证明了这一点。本文介绍了在新南威尔士州当地一所公立学校进行的案例研究。本研究的目的是探索和利用当地学生在学校用英语进行的日常社会语言学活动,以创造合适的学习内容。这样,在澳大利亚的教育环境中构建了本土化的汉语课程。案例研究表明,当地学生的英汉跨语言能力正在发展并产生影响,因为他们以一种当地实践的形式——下棋来学习汉语,这是他们在学校日常反复出现的社会语言学活动的典型例子。因此,在这种情境化的学习实践过程中,不仅可以使他们学会汉语,而且学习到的具体词汇也可以成为他们今后更广泛学习汉语的基础。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Localising Chinese language curriculum construction: A case study in an Australian primary school
Abstract Chinese is now the second most commonly spoken language in Australia. There is a growing interest in learning Chinese in local schools. However, it is reported that the principally English-speaking learners in Australia have great difficulties and challenges in learning Chinese. The high dropout rate in Chinese courses demonstrates this. This paper presents a case study conducted in a local public school in New South Wales. The purpose of this study is to explore and employ the local students’ daily recurring sociolinguistic activities, performed in English at school, for creating suitable learning content. In this way, a localised Chinese curriculum is constructed in the Australian educational environment. The case study shows that the local students’ translanguaging aptitudes between English and Chinese are developing and becoming influential, as they have engaged in learning Chinese in the form of a local practice – playing chess, which is a typical instance of their daily recurring sociolinguistic activities in school. Therefore, in the process of such contextualised learning practices, not only can Chinese be made learnable for them, but also the specific vocabulary learnt can be the basis for their wider learning of Chinese in the future.
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