卡明斯双语教育理论解析及其在中国语境中的再审视  

An Analysis of Jim Cummins’Bilingual Education Theory and Its Re-examination in Chinese Context

作　　者：苏德[1] 张莞 SU De;ZHANG Wan(School of Education,Minzu University of China,Beijing 100081)

机构地区：[1]中央民族大学教育学院,北京100081

出　　处：《民族教育研究》2020年第4期70-75,共6页Journal of Research on Education for Ethnic Minorities

基　　金：国家民委课题“文化认同取向的双语教育模式”(项目编号:2017-GMB-042)的阶段性成果。

摘　　要：加拿大学者卡明斯长期专注于少数族裔双语教育研究,他以语言、文化和评价三要素为基底,构建出了诸如“阈限理论”“深层共享能力假说”“二元文化矛盾性”以及“双语教育理论框架”等多个双语教育理论假说。本文在对卡明斯双语教育理论内涵进行系统解析的基础上,结合我国少数民族双语教育的现实样态,在具体化的中国语境时空背景下对这一理论进行了重新审视和本土化应用,如创设双向双语的语言教育环境,促进学生两种语言能力充分发展;实施双语文化互动教学,促进各民族交往交流交融;改革评价机制,加强双语学生语言学习的社会支持等,以助力我国民族地区双语教育更好地发展。Jim Cummins,a famous scholar from the University of Toronto,Canada,has been focusing on the research on minority bilingual education and academic achievement for a long time.Reviewing research results of Cummins,it is found that based on the three elements of language,culture and evaluation,Cummins has constructed several theoretical hypotheses of bilingual education,such as“Threshold Theory”,“Common Underlying Proficiency”,“Bicultural Ambivalence”and“Theoretical Framework of Bilingual Education”.Based on systematic analyzing Cummins’bilingual education theory,this article combines the reality of Chinese ethnic bilingual education and re-examines the theory in the context of“practical”Chinese context.It is expected to help the current development of bilingual education in ethnic areas of China through:the creation of a two-way bilingual language education environment to promote the full development of students’bilingual ability;the implementation of bilingual cultural interactive teaching to promote interaction and communication among all ethnic groups;the reform of the evaluation mechanism to strengthen the social support for bilingual students’language learning,so as to facilitate the development of bilingual education in ethnic areas in China.

关 键 词：少数民族双语教育 吉姆·卡明斯 阈限理论 深层共享能力假说 二元文化矛盾性 

分 类 号：G750[文化科学—教育学] G759