文化共生视域下藏区英语教学与国家意识整合的几点研究——兼谈民间信仰与国家认同的互动

The Integration of English Teaching and National Consciousness within the Range of Cultural Symbiosis in Tibetan Areas

在少数民族地区构建课堂多元文化共生格局有利于培养学生对文化差异和文化共生共荣的习惯性心态,从而提高他们的跨文化适应能力;而学习者族群文化与国家文化的合理布局与引渡则有利于培养他们的国家意识,提高其国家认同水平。相比汉语文等科目,作为第三方语言的英语课更容易营造相对"中立"的文化共生氛围。尽管如此,在教师的语言立场和民、汉、英三种文化的权重设计等方面仍然要注意避免"说教"、"教化"乃至将他们"汉化"的嫌疑,以免激发民族学生潜在的抵触情绪。

The construction of classroom multi-culture symbiosis in minority areas helps to cultivate the students＇ habitual mentality of cultural differences and cultural symbiosis, and consequently improve their ability of intercultural adaptation. At the same time, the reasonable comparison of national culture and ethnic culture will help the learners to develop their national consciousness and improve their sense of national identity. As a third language, English is much easier to create a ＂neutral＂ cultural atmosphere than Chinese. Nevertheless, we＇d better to pay attention to the teachers＇ language stance and the proportion of Chinese, English and minority language culture, so as to avoid the sense of ＂preach＂, ＂moralization＂, ＂sinicization＂, or the stimulation of the potential defensiveness of the ethnic students＇.