新时期我国朝鲜族三语教育政策及教育现状研究

Language Policy and Models of Trilingual Education in Korean Ethnic Minority Regions of China in the New Era

本研究全面回顾过去60年来延边州朝鲜族三语教育政策的制定及教育模式的形成过程。延边州语言政策的变化首先使汉语,之后使外语进入到朝鲜族中小学语言教学过程当中。这些改革给延边州朝鲜族中小学及地区带来了特殊的挑战,即汉语和外语在课程设置中处于竞争状态,而朝鲜族学生被要求流利地掌握三种语言。少数民族语言教育研究者和实施者有必要了解、发展和促进三语教育"强势模式"的必要性,并且应该努力探索如何为三种语言教育提供良好的外部环境。本文研究结果有利于三语教育研究者和实施者了解如何从宏观、中观和微观层面为少数民族三语学习者提供有利的语言环境。此外,研究结果将有助于三种语言能力评估标准的进一步研究。

This research attempts to offer a holistic and descriptive account of policies and models of trilingualism and trilingual education of Korean ethnic minority during the last 60 years. Language policy changes have led to the introduction of Chinese and later on English language teaching and learning in Korean primary schools. These reforms pose particular challenges to communities in Korean ethnic minority areas, where Korean, Chinese and English often compete with each other in the school curriculum, and the students are expected to be fluent speakers in all of the three languages. For stakeholders in minority language education, it is essential to be aware of the significance of developing and promoting strong models of trilingual education, and to explore the favorable environment for the good overall performance of the trilinguals in the three languages.The study involves extensive and intensive research comprising investigations into primary and secondary school-level practices, policies and perceptions relating to trilingualism in Korean ethnic minority regions in China. Using first-hand data collected, the research attempts to examine language policies and curricula, as well as language allocation in the classroom, and analyze them in their specific historical, socio-political, demographical, economic, geographical and cultural contexts. The research findings will give the stakeholders of trilingual education the clear guideline on how to provide favorable environment for trilingual minorities from the macro, meso and micro levels. In addition, the research findings will shed a light in the field of trilingual assessment on the criteria to assess trilingual proficiency. Furthermore, the study will propose a desirable model of trilingual education for Korean ethnic minority respectively in primary and secondary schools.