从“冲突”到“调和”:印度语言教育政策变迁的逻辑分析——基于历史制度主义视角

From Conflict to Reconciliation:Logical Analysis on the Historical Change of Language Education Policies in India ——Based on the Historical Institutionalism

在多族群、多语言国家,语言教育政策变迁反映了不同语种群体的利益纠葛和内部矛盾,其本质是政治权力博弈的过程。印度作为多族群、多语言的国家,其语言教育政策发展经历了殖民统治时期、独立初期和1968年之后“三语方案”时期。从历史制度主义视角来看,印度语言教育政策变迁深受宏观语言生态环境、母语教育思潮与印度教民族主义冲击等深层结构因素的影响。殖民时期殖民者与印度民族主义者、印度独立后联邦政府与地方邦政府的势力角逐与权益博弈是印度语言教育政策变迁的主要动力。制度适应性预期、体系生成与退出成本高昂、政策协同性效应使得印度语言教育政策在路径依赖机制中实现了多语言的存续与强化。

In multi-ethnic and multi-language countries,the historical change of language education policies reflects the interest conflict between different language groups,which is essentially the process of political power games.India is a multi-ethnic and multi-language country,Indian language education policies have undergone three stages including colonial stage,independence stage and Three-language formula stage.Based on the theory of historical institutionalism,we found that the changes of language education policies in India are affected by such structural factors as language ecological environment,mother tongue education ethos and hindu nationalism.The power game between colonist and nationalist in colonial stage,federal government and states in independent stage is the major driving force to change language education policies.The self-adaption expectation of the system,the high cost of setting up and withdrawal from the system and cooperative effect have led to a strong path dependence in the development of the language education policies in India,and realize the survival of multilingualism.