双语教学模式:察布查尔锡伯语保持影响因素调查  

On the Xibo Language Maintenance in Qapal, Xinjiang

作　　者：尹小荣[1,2] 崔巍[2] 

机构地区：[1]南京大学文学院,江苏南京210065 [2]新疆医科大学语言文化学院,新疆乌鲁木齐830011

出　　处：《新疆大学学报（哲学社会科学版）》2013年第1期149-152,共4页Journal of Xinjiang University(Philosophy and Social Sciences)

基　　金：新疆社会科学基金资助项目"语言资源的价值评估--以新疆察布查尔锡伯语社区为例"(12CYY096);新疆医科大学人文社会科学基金项目"新时期新疆察布查尔县锡伯语的语言活力调查"(2011XYSK01)

摘　　要：察布查尔锡伯语的保持状况良好,双语教学模式是影响因素之一。建国以来察县双语教学模式经历了双元式、过渡式、发展保持式和静态保持式。研究发现过渡式双语教学不利于语言能力的保持,相反保持式模式对语言能力和语言功能有积极的作用。在多民族聚居区,双语教学应更多地关注社会公共领域。双语社区建设应是政府、社区、学校、家庭及个人之间形成一个多方面、多层次的连动机制。在语言态度的教育上既要体现和谐的民族观,也要保持独立的民族身份。且从经济社会的出发的语言规划全局观有助于形成积极的语言态度。The Xibo language maintains well in Qapal, Xinjiang, and the bilingual education is one of the influencing factors. Since 1949, its bilingual education has undergone four different teaching models： dual language model, transitional model, developing maintenance model and static maintenance model. This research finds that the transitional model impairs language proficiency while the maintenance model promotes language proficiency and language function. In a multi-ethnic-inhabited area, the bilingual teaching shall put more efforts on public fields. The bilingual teaching is the result of the interactive mechanism of the government, the community, the school the family and the individuals. The attitude to language needs to manifest a harmonious ethnic viewpoint and to maintain the independent ethnic identity. An overall language planning policy on the basis of the socio-economic development will be conducive to a positive language attitude.

关 键 词：双语教学模式 语言使用 语言能力 语言态度 

分 类 号：H191[语言文字—汉语]