中欧国家转型期语言教育规划及其动力机制研究

Language Education Planning in Central European Transition Nations: DiversePractices with Similar Dynamics

自20世纪90年代进入转型阶段之后,捷克、斯洛伐克、匈牙利和波兰等中欧四国在语言教育规划上表现出三个特征:通过立法手段强化国语地位,保障国语教学,强化国民的国语认同以推进国族建构;增加英语、德语等西方国家语种,积极提升国民多语水平以融入西方世界;对小族语言实行隐性融合、显性抑制或全面自治等不同策略,以维护稳定的族际关系。根据“语言管理理论”的分析框架,整个社会的转型背景为各国语言教育规划提供了根本动力,各国不同的政策倾向是国际力量、民族国家政府和小族群体三大利益相关方博弈的结果,而其具体的管理机制则是各国国内宏观管理和微观管理持续互动的结果。

Language education planning in transitioning Central European nations suchas Czechia, Slovakia, Hungary and Poland serves several shared purposes. Nationallanguages are reinforced to foster nation-building endeavors, foreign language diversityis increased due to international relations, and minority languages receive varyinglevels of protection based on negotiations among different ethnic groups. The LanguageManagement Theory framework suggests that the socio-economic background oftransition provides the fundamental drive for the planning. The specific directionsare usually determined by interactions among relevant interest parties, includingWestern powers, national governments and minority groups. The different managementmechanisms can be seen as the result of successive interactions between macro- andmicro-level managements in respective countries.