“一人一语”家庭双语养育方式分析及其对新疆学前双语教育的启示

One-Person-One-Language Approach in Home Bilingualism

"一人一语"或"一亲一语"养育方式(one person,one language,缩写为"OPOL")指在幼儿双语养育过程中严格遵守家长各用一种语言同幼儿交谈,直至幼儿能够清晰地区分这两种不同的语言。此种双语养育方式经实践证明能够减少幼儿的语言混淆,促进幼儿认知发展,传承少数民族语言和文化。"一人一语"养育方式的目的是尽可能降低双语幼儿的语言混合,培养熟练使用两种不同语言的平衡双语者。如果幼儿仍然出现语言混合,可能与父母语言混合比率以及父母对幼儿语言混合行为的应对策略有关。这种双语养育模式为新疆学前双语教育的师资补充提供了新的视角,不仅为汉族幼儿从小学习少数民族语言开辟了新的途径,也为少数民族家庭双语养育提供了可借鉴的经验。未来应对"OPOL"条件下的低收入家庭、多样本被试、双语能力发展的标准化测评以及"对话阅读""会话互动"等早期读写这几个方面进行尝试研究,以进一步验证"OPOL"的有效性,拓展研究的广度与深度。

The pattern of ＂one-person-one-language＂ or ＂one-parent-one-language＇（short for ＂OPOL＂） is for each parent to speak their own different language are able to distinguish between the two different respectively to their children until the children languages without confusion. It has become known as Ronjat＇s bringing up his son. This approach of ＂OPOL＂ can reduce children＇s language to promote the development of cognitive functions, pass on language and culture of younger generations. The aim of ＂one-person-one-language＂ is to reduce the language children as much as possible and foster the balanced bilinguals who are skilled in mixing to minimum ethnic minorities to -mixing of bilingual using two different languages. Mixing of languages is considered to be as a sign of an imbalance in the development of children＇ s bilingualism and inability to speak both languages properly. Some research also suggested that the lan- guage-mixing of bilingual children underlying ＂OPOL＂ is more likely to be related to the mixture ratio of parents＇ language and the parents＇ coping strategies to children＇s code-mixing behavior. Shortcomings of the ＂OPOL＂ researches are as follows： practitioners are primarily linguists; the scope of the implementation is limited to middle-class family background; the research method is single and subjects are fewer; there is a lack of consideration for the integrated influence factors. In the future, we should focus the studies on the situation of low income families, large samples, standardized assessment of bilingual ability development and emergent literacy such as ＂dialogic reading＂ and ＂conversational interaction＂ underlying ＂OPOL＂. This approach provides a new perspective for the supplement of teachers in Xinjiang preschool bilingual education, opens up new ways for experience for bilingual the Han children to learn minority languages from childhood and offer reference parenting of minority family.