以超语知识库推动澳洲中文教学本土化
Facilitating the Localization of Chinese Language Teaching in Australia: Translanguaging and Funds of Knowledge Lens
DOI: 10.12677/ces.2024.128549, PDF,    科研立项经费支持
作者: 赵昆鹏*, 李 伟：浙江科技大学人文学院，浙江 杭州；王丹萍：奥克兰大学文化、语言及语言学学院，新西兰 奥克兰
关键词: 中文教学本土化；汉语语言与文化知识库；超语能力；互动白板科技；Localization of Chinese Language Education； Indigenous Chinese Linguistic and Cultural Funds of Knowledge； Translanguaging Capability； Interactive Whiteboard Technology
摘要: 随着中国经济的迅猛发展，在世界各地掀起了一股学习中文的热潮。例如，澳洲当地教育部门在中小学创办了各种有特色的中文教学项目，以培养学生对中文的兴趣和为当地劳动力市场提供有能力的双语人才。然而，这些项目中的中文教师大多数是来自中国，在教学理念、内容和方法上很难适应和满足当地学生的特点及需求。鉴于此，当前案例研究者参与了澳洲当地一项中文教学研究项目，并且结合观察、照片启发式访谈与文件方法收集了相关数据。研究者通过激活和利用其汉语语言与文化中的相关概念与隐喻，作为已有的知识库，体现了其强有力的超语能力，并且在教学过程中结合互动白板科技，提高了当地学生的课堂参与度和学习成效。因此，这样不仅为构建澳洲本土化的中文课程做出了相应的贡献，而且为国际中文教育领域带来了新的研究视角和方向。
Abstract: With the rapid development of China’s economy, there has been a wave of learning Chinese language all over the world. For example, in Australia, the local education department has established various distinctive Chinese teaching and learning programs for primary and secondary school students to cultivate their interests in Chinese and to provide capable bilingual talents for its labour market. However, most teachers in these programs are native Chinese speakers that are from China. It is more difficult for them to adapt to and meet the characteristics and needs of local students in terms of teaching concepts, content and methods. In view of this, the teacher-researcher in this case study participated in a local Chinese teaching and research program, with the combination of observations, photo-elicitation interviews and documents for data collection. By activating and utilizing the relevant concepts and metaphors, originated from the teacher-researcher’s Chinese language and culture, as the existing funds of knowledge, such a process embodied his powerful translanguaging capability, and the combination of interactive whiteboard technology in improving the local school students’ engagement and learning outcomes in class. It thus not only contributed to the construction of localized Chinese curriculums in the Australian education context, but also brought a new research perspective and direction concerning the field of international Chinese language education.
文章引用：赵昆鹏, 李伟, 王丹萍. 以超语知识库推动澳洲中文教学本土化[J]. 创新教育研究, 2024, 12(8): 385-394. https://doi.org/10.12677/ces.2024.128549

参考文献

[1] Scrimgeour, A. (2014) Dealing with ‘Chinese Fever’: The Challenge of Chinese Teaching in the Australian Classroom. In: Murray, N. and Scarino, A., Eds., Dynamic Ecologies, Springer, 151-167. [Google Scholar] [CrossRef] 
[2] Sturak, K. and Naughten, Z. (2010) The Current State of Chinese, Indonesian, Japanese and Korean Language Education in Australian Schools: Four Languages, Four Stories. Asia Education Foundation.
[3] Orton, J. (2008) Chinese Language Education in Australian Schools. The University of Melbourne.
[4] Orton, J. (2016) Issues in Chinese Language Teaching in Australian Schools. Chinese Education & Society, 49, 369-375. [Google Scholar] [CrossRef] 
[5] Singh, M. and Han, J. (2014) Educating Teachers of “Chinese as a Local/global Language”: Teaching “Chinese with Australian Characteristics”. Frontiers of Education in China, 9, 403-428. [Google Scholar] [CrossRef] 
[6] Moloney, R. and Xu, H. (2018) Teaching and Learning Chinese in Schools: Case Studies in Quality Language Education. Springer.
[7] Wang, D., Moloney, R. and Li, Z. (2013) Towards Internationalising the Curriculum: A Case Study of Chinese Language Teacher Education Programs in China and Australia. Australian Journal of Teacher Education, 38, 116-135. [Google Scholar] [CrossRef] 
[8] Singh, M. and Han, J. (2015) Making Chinese Learnable: Strategies for the Retention of Language Learners. In: Dervin, F., Ed., Chinese Educational Migration and Student-Teacher Mobilities: Experiencing Otherness, Palgrave Macmillan, 166-190. [Google Scholar] [CrossRef] 
[9] Tsung, L. and Cruickshank, K. (2010) Teaching and Learning Chinese in Global Contexts: CFL Worldwide. In: Tsung, L. and Cruickshank, K., Eds., Emerging Trends and Issues in Teaching and Learning Chinese, Bloomsbury Publishing, 1-10.
[10] Garcia, O. and Li, W. (2014) Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
[11] Canagarajah, S. (2011) Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging. The Modern Language Journal, 95, 401-417. [Google Scholar] [CrossRef] 
[12] Pennycook, A. (2010) Language as a Local Practice. Routledge.
[13] González, N., Moll, L. and Amanti, C. (2005) Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Lawrence Erlbaum Associates.
[14] Yin, R. (2018) Case Study Research and Applications: Design and Methods. 6th Edition, SAGE.
[15] Torre, D. and Murphy, J. (2015) A Different Lens: Using Photo-Elicitation Interviews in Education Research. Education Policy Analysis Archives, 23, 1-26.
[16] AITSL (2012) Australian Professional Standards for Teachers. Australian Institute for Teaching and School Leadership.
[17] Li, W. (2014) Who’s Teaching Whom? Co-Learning in Multilingual Classrooms. In: May, S., Ed., The multilingual Turn: Implications for SLA, TESOL and Bilingual Education, Routledge, 167-190.
[18] Moloney, R. and Xu, H. (2015) Transitioning Beliefs in Teachers of Chinese as a Foreign Language: An Australian Case Study. Cogent Education, 2, Article ID: 1024960. [Google Scholar] [CrossRef] 
[19] Dobao, A.F. (2016) Peer Interaction and Learning. In: Spada, N. and Gurzynski-Weiss, L., Eds., Language Learning & Language Teaching, John Benjamins Publishing Company, 33-61. [Google Scholar] [CrossRef] 
[20] García, O. (2009) Bilingual Education in the 21st Century: A Global Perspective. Blackwell.
[21] Wells, G. (1986) The Meaning Makers: Children Learning Language and Using Language to Learn. Heinemann.
[22] Gort, M. and Sembiante, S.F. (2015) Navigating Hybridized Language Learning Spaces through Translanguaging Pedagogy: Dual Language Preschool Teachers’ Languaging Practices in Support of Emergent Bilingual Children’s Performance of Academic Discourse. International Multilingual Research Journal, 9, 7-25. [Google Scholar] [CrossRef] 
[23] BOSTES (2003) Chinese K-10 Syllabus. Board of Studies, Teaching and Educational Standards NSW.
[24] Jørgensen, J.N. (2008) Polylingual Languaging around and among Children and Adolescents. International Journal of Multilingualism, 5, 161-176. [Google Scholar] [CrossRef] 
[25] Coyle, Y., Yañez, L. and Verdú, M. (2010) The Impact of the Interactive Whiteboard on the Teacher and Children’s Language Use in an ESL Immersion Classroom. System, 38, 614-625. [Google Scholar] [CrossRef] 
[26] Singh, M. (2013) Worldly Critical Theorizing in Euro-American Centered Teacher Education? Preparing Bilingual Teacher-Researcher Theorists for the Twenty-First Century. In: Zhu, X. and Zeichner, K., Eds., Preparing Teachers for the 21st Century, Springer, 141-169. [Google Scholar] [CrossRef] 
[27] Melo-Pfeifer, S. (2014) Translanguaging. Language, Bilingualism and Education. Language and Intercultural Communication, 15, 179-181. [Google Scholar] [CrossRef] 
[28] Carstens, A. (2016) Translanguaging as a Vehicle for L2 Acquisition and L1 Development: Students’ Perceptions. Language Matters, 47, 203-222. [Google Scholar] [CrossRef] 
[29] García, O. and Sylvan, C.E. (2011) Pedagogies and Practices in Multilingual Classrooms: Singularities in Pluralities. The Modern Language Journal, 95, 385-400. [Google Scholar] [CrossRef] 
[30] Wang, D. (2016) Translanguaging in Chinese Foreign Language Classrooms: Students and Teachers’ Attitudes and Practices. International Journal of Bilingual Education and Bilingualism, 22, 138-149. [Google Scholar] [CrossRef] 
[31] Wang, D. (2020) Studying Chinese Language in Higher Education: The Translanguaging Reality through Learners’ Eyes. System, 95, Article ID: 102394. [Google Scholar] [CrossRef] 
[32] Wang, D. (2022) Translanguaging as a Social Justice Strategy: The Case of Teaching Chinese to Ethnic Minority Students in Hong Kong. Asia Pacific Education Review, 24, 473-486. [Google Scholar] [CrossRef] 
[33] Goodman, B. and Tastanbek, S. (2020) Making the Shift from a Codeswitching to a Translanguaging Lens in English Language Teacher Education. TESOL Quarterly, 55, 29-53. [Google Scholar] [CrossRef] 

为你推荐