摘要
研究调查了23所藏区幼儿园教师的藏汉双语能力、双语使用现状及其双语使用态度。结果显示:不同民族教师的藏语和汉语使用存在显著差异,藏族教师的藏语使用以融合性动机为主,汉族教师的藏语使用以工具性动机为主,语言动机是影响学前教师藏汉双语使用态度的主要因素。不同民族的教师对双语传承的态度具有一致性,对双语效益和双语教育的态度存在差异,在学前藏汉双语实践中则体现为两难的矛盾选择。研究提出促进儿童双语能力均衡和共生发展的双语教育取向是最具发展性的语言态度。
The present survey study investigates the bilingual competence,and the use of and attitude towards Tibetan and Chinese languages in classrooms of the bilingual teacher＇s in 23 kindergartens in the Tibetan-inhabited areas.The results show that significant differences exist between teachers of different ethnic groups in using Tibetan and Chinese.In using Tibetan,Tibetan teachers are driven mainly by integrative motivation,while the teachers of Han nationality demonstrate more instrumental motivation.Motivation plays an important role in impacting teachers＇attitude towards the use of bilingual languages.The teachers of different ethnic groups share commonalities in their attitude towards the bilingual inheritance,but demonstrate differences in their attitudes towards the benefits of bilinguals and bilingual education,which posts a dilemma for teachers in their practice of bilingual teaching.It is claimed that the most developmental attitude to languages is promoting the balanced and symbiotic development of both two languages of children.
出处
《当代教育与文化》
CSSCI
北大核心
2016年第2期45-51,共7页
Contemporary Education and Culture
基金
中央高校基本科研业务费专项资金资助项目2015年度课题"学前藏汉双语教育模式构建与实证研究"(SWU1509359)阶段性成果
关键词
学前藏汉双语
语言态度
双语教师
学前双语教育
Tibetan-Chinese Bilingual languages
language attitude
bilingual teachers
preschool bilingual education
