尼日利亚民族分化式语言教育探析  

A Study on Ethnic Differentiation Language Education in Nigeria

作　　者：李丹 

机构地区：[1]大连民族大学外国语学院,辽宁大连116600

出　　处：《民族教育研究》2017年第3期133-139,共7页Journal of Research on Education for Ethnic Minorities

基　　金：辽宁省社会科学规划基金项目"非洲国家民族语言教育政策研究对东北地区少数民族双语教育的启示"(项目编号:L15CYY003);国家语言文字工作委员会科研基地.中国外语战略研究中心项目"‘一带一路’战略视域中撒哈拉以南非洲国家语言教育政策研究"(项目编号:WYZL201605)的阶段性成果

摘　　要：尼日利亚的语言教育是一道敏感性极强的政治议题。殖民政府施行的"分而治之"管理原则有碍于独立后的尼日利亚国内民族融合,由此滋生出三大主体民族间的语言嫉妒与少数民族对大族沙文主义的担忧和语言不安全感。通过回顾尼日利亚民族分化式的语言教育政策的演变历史,解读尼日利亚现行的《国家教育政策》内容与实施状况,发现其殖民历史所遗留的语言级差结构,将英语和本土语言置于失衡的发展框架中,同时诸多不利因素制约了该国母语教育和多语言教育目标的最终实现。Language education is a very sensitive political issue. After the independence of Nigeria, the colonial government carried out the ＂ divide-and-rule＂ management principle which hindered ethnic integration, bred language jealousy among three majority groups, and caused worry of ethnic minority groups for chauvinism of majority groups and linguistic insecurity. After reviewing the history of ethnic differentiation language education policy of Nigeria and interpreting its current National Education Policy, the writer finds out that its language differential structure formed in colonial period caused imbalanced development between English and the native language, and at the same time, the goals of mother tongue education and muhilingual education could not be realized because of many negative factors.

关 键 词：尼日利亚 民族分化 语言教育政策 语言级差结构 

分 类 号：H81[语言文字]