语言认同与华语传承语教育

On Language Identity and Teaching Chinese as a Heritage Language

华语教育与国际汉语教育有何异同?这不仅是一个学术问题,而且也是中国当前亟待解决的一个语言政策问题。本文提出的"语言认同过程"理论把语言认同分解为个人多重身份库、个人语码库和身份与语码匹配过程,并认为,语码的学习、储存、和使用需要与语言学习者的身份认同相匹配。根据该理论分析,华裔学生对华语的认同有别于非华裔学生对国际汉语的认同,因此华语教育与国际汉语教育的对象有重大的认知差别。本文运用该理论分析华裔学生学习华语的身份认同困惑,提出相应的华语教育理念、华语教学法、华语教材编写和华语教师培养方法,以期解决华裔学生华语学习中的认同问题,达到华人身份与华语语码的有机匹配。

What is the difference between teaching Chinese as a heritage language （CHL） and as a second language （CSL） .9 This is not only a scholarly issue but also a language policy issue. This paper proposes to make the distinction between teaching CHL and CSL based on the concept of language identity as a process. This concept decomposes ＂lan- guage identity＂ into an inventory of multiple identities, a repertoire of linguistic code, and a dynamic process to match the identities and codes in speech. According to this conceptual model, the learning of a code, the storage of a code, and the use of a code must be matched with the learner＇s identity/identities. This model recognizes the difference in identi- ties between CHL learners and CSL learners and assumes that this distinction underlines the difference between CHL teaching and CSL teaching. Thus, CHL teaching should develop pedagogy, compile teaching materials, and train teach- ers in order to facilitate the match between CHL and CHL learners＇ identities.