摘要
20世纪80年代以来的少数民族英语教育与族群关系研究大多从少数民族主体语言发展的族群认同角度出发,例证少数民族英语习得深受"我群界限"的影响,存在着对本民族语言活力与语言权力的隐性捍卫,然而此类"语言保持"现象并不一定非得站在民族性立场的高度去扩大母语系统的阻力,相反从中发现语言对象从抑制到转化的进程规律,深入语言的族群接触情境,更有利于获得对英语教育实践的启迪,从而解决少数民族英语教育"怎么做"的问题。在此围绕少数民族英语教育的族群语言转化与族群语言情境内涵,提出了少数民族英语教育的族群同构模式与选择模式,用以探索族群语言抑制的可利用性。
Since the 1980＇ s, most of the researches on English education in ethnic minorities and the relationship among racial groups are from the perspective of ethnic identity of principal language development： illustrating minority English acquisition is under the influence of ＂my group boundaries＂, where there is a recessive defense to the ethno-linguistie vitality and language power. This kind of ＂language＂ phenomenon does not necessarily enlarge the resistance of native language system in the height of the national character position. We find language process rules from the inhibition to the transformation, go into language ethnic contact situation, gain enlightenment on English education practice and solve minority English education problems. This thesis, on transformation of ethnic language and connotation of ethnic language context, puts forward the isomorphism and choice modes of English education in ethnic minorities, to explore ethnic language availability.
出处
《贵州民族研究》
CSSCI
北大核心
2015年第4期219-222,共4页
Guizhou Ethnic Studies
基金
"陕西省大学外语教育社会软实力服务功能的定位研究"(编号:2011KRM80)的研究成果之一
关键词
少数民族
英语教育
族际接触
语言转化
ethnic minority, English education, ethnic contact, language transformation
