20世纪90年代以来东南亚各国华文教学的本土化转型

A comparative study of the localized transformation of Chinese-language teaching in Southeast Asia since the 1990s

东南亚各国的华文教学发展具有"波段共振性"的特点。从上世纪90年代以来,各国进入了华文教学"主动本土化"阶段,在主导力量、办学理念、办学主体、办学形式、学习群体、教学性质等方面都发生了不同程度的转型。根据不同国家的情况,这一阶段的本土化可分为4种类型:融入型、融合型、后发型、调适型。基于对以上类型的比较分析,本文提出:进入国民教育体系不能完全解决华文教学的可持续发展问题、东南亚华语教学并未"全面二语化"、华语作为民族语言教学和作为国际语言教学应双轨道并行、坚持家庭使用对于华语传承的作用与学校教育同等重要等观点。

The development of Chinese-language teaching in Southeast Asian nations is characteristic of transformations in different stages. Since the 1990s, Chinese-language teaching in Southeast Asian nations has entered the stage of initiative localization, which finds expression in the transformation of the leading players, the theories on school management, the major sponsors, types, learning groups and teaching qualities. Under the different situations of different countries, there are four types of lo- calization at this stage, i.e. integration, fusion, late-movers and adjustment. With this, this paper concludes that the sustainable development of Chinese-language teaching cannot fully rely on its entry into a national education system, because Chinese-language teaching in Southeast Asian nations has not totally become a comprehensive second-language teaching~ the teaching of Chinese as an ethnic language should go with the teaching of Chinese as an international language, while the persistence in using the Chinese language in families is as importance as the school education.