东南亚语言教学三元架构的形成与华文教学发展

The Formation of the Language Teaching Ternary Framework and the Development of Chinese Language Teaching in Southeastern Asia

东南亚国家普遍存在由国语、族语、外语组成的语言教学三元架构。三元架构的形成是各种社会因素综合作用的结果,体现了东南亚各国历史、现实和语言教学之间的内在联系。华文教学发展对三元架构的形成产生了一定的催生作用,三元架构也蕴含了华文教学的基本定位和拓展空间,两者是互生互联关系。三语教学或双语教学是三元架构的具体化形式。三元架构促使华校建立与三语教学相适应的内部机制、实现由传承导向到人才导向的转变,并加强三语教学和三语习得研究。

There is a widespread Ternary Framework of Language teaching composed of Chinese language,ethnic language and foreign language in Southeastern Asia.The formation of the Ternary Framework results from the comprehensive effect of various social factors,reflecting the inner relations of history,reality and language teaching in Southeast Asian countries.The development of Chinese language teaching plays an active role in the formation of ternary framework,which implies the basic orientation and expanding space of Chinese language teaching.The Chinese language teaching and the ternary framework are alternate interconnection.Trilingual or bilingual teaching is the concrete form of ternary framework,which impels the Chinese language schools to establish an inner system adaptive to the trilingual teaching,realizes the transformation from the heritage-orientation to the talent-orientation,and strengthens the trilingual teaching and acquisition research.