半个世纪以来新加坡双语教育的发展及其镜鉴——兼论我国高校双语教学中“三个认同”的强化  

The Development and Reference Value of Bilingual Education in Singapore in the Past Half Century: Concurrently on the Strengthening of the "Three Identities" in Bilingual Teaching in Colleges and Universities of China

作　　者：杨瑾瑜 YANG Jinyu

机构地区：[1]安徽师范大学新闻与传播学院,安徽芜湖241003

出　　处：《科教文汇》2021年第36期66-68,共3页Journal of Science and Education

基　　金：2019安徽省质量工程教学研究项目“中英合作办学背景下安师大新闻学专业双语教学体系建设”(711924)。

摘　　要：半个世纪以来,以英语作为第一语言的双语教育政策推动了新加坡的经济发展,也增强了新加坡的国际竞争力。虽然新加坡人特别是新加坡年轻人普遍具备双语或多语能力,但母语语言的使用与传承却遭遇了较为严重的困境。而当母语传承受阻,族群认同的形成与维系就会发生断裂。鉴于此,我国双语教育一定要注重青年人语言认同、文化认同与国家认同的强化,培养对本民族语言、文化具有高度认同感的大学生双语者。在教学中,双语教师要用英语讲好中国故事,可结合宏观叙事与微观叙事的路径,增强大学生对中华文化、价值观以及中国制度的认同感。For half a century, the bilingual education policy with English as the first language has promoted Singapore’s economic development and has also strengthened Singapore’s international competitiveness. Singaporeans, especially young Singaporeans,have generally acquired bilingual or multilingual abilities, but the use and inheritance of their native language has encountered relatively serious difficulties. When the transmission of the native language is hindered, the formation and maintenance of ethnic identity will break. In view of this, bilingual education in China must focus on the strengthening of young people’s identities in language, culture, and nation, and cultivate bilingual college students who have a high sense of identity with their own national language and culture. In teaching, bilingual teachers should use English to tell Chinese stories well. They can combine macro-narrative and micro-narrative approaches to enhance college students’ identities in Chinese culture, values, and Chinese system.

关 键 词：新加坡 双语教育 母语传承 认同 

分 类 号：G533.9[文化科学—教育学]