摘要
印度尼西亚的语言教育经历了三个历史发展时期:宗教教育时期、殖民教育时期和国民教育时期,在不同的时期统治者制定了不同的语言政策。在其被殖民统治时期,语言政策呈现多元化类型,荷兰殖民者在前期并没有强制传播荷兰语,对其他语言也是任其发展为主。印尼独立后,主要采取单语制的同化语言政策,确定英语为“第一外语”;华文教育则经历了一个曲折的发展过程,从同化、禁锢到逐渐放宽对华文教育的限制。
The language education in Indonesia has gone through three historical periods: religious education, colonial education and national education, and the rulers have formulated different language policies in different periods. In the period of colonization,the language policy was diversified. Dutch colonists did not force the spread of Dutch in the early stage,but also allowed the development of other languages. After its independence, it mainly adopted the policy of assimilation language in monolingual system, and determined English as the first foreign language. Besides, after its independence, Chinese education experienced a tortuous process of development: from assimilation, imprisonment to gradual relaxation of restrictions.
作者
杨绪明
宁家静
YANG Xuming;NING Jiajing(School of International Education, Nanning Normal University, Naming 530001, China)
出处
《北部湾大学学报》
2019年第8期37-42,64,共7页
Journal of BeiBu Gulf University
基金
国家社会科学基金项目:多语竞争中的中国语言形象建构研究(14XYY020)
广西教育科学“十二五”规划2015年度语言文字研究专项课题:家庭语言规划及其影响因素与策略研究(2015ZXG003)
