“继承语”理论视角下的海外华文教学再考察

A Study of Overseas Chinese Language Teaching from the Perspective of Heritage Language Theory

语言教学传统上采用第一语言与第二语言、母语与外语这种二元方式来划分教学类型,而近年来兴起的"继承语"理论则认为继承语习得与一语习得和二语习得均不相同,具有自己独特的特征,提出继承语教学、第一语言教学、第二语言教学的三分模式。本文从这一新的理论视角对汉语教学的类型进行重新划分,认为华文教学就是汉语继承语教学,狭义的华文教学具有既不等同于汉语第一语言教学也不等同于汉语第二语言教学的特点,提出针对汉语继承语学习者应采取相应的有效路径和方法。

Language teaching was traditionally divided into first language and second language, mother tongue and foreign language by binary classification. However, as a new theory emerging in recent years, Heritage Language Theory argues that heritage language acquisition has its own unique characteristics, which is differentiated from first language acquisition and second languageacquisition. It proposes a tripartite model of language teaching： first language teaching, second lan- guage teaching and heritage language teaching. From the perspective of heritage language education theory, this paper reclassifies the types of Chinese language teaching, and analyzes the different features among the three teaching types of Chinese as a first language, Chinese as a second language and Chinese as a heritage language. Finally, the paper proposes some effective approaches and methods for the teaching of Chinese as a heritage language.