“双语实质平等”背景下加拿大第二语言浸入式教学模式的机遇和挑战  

Prospects and Challenges of FSL Immersion in Canada in the Context of“a Substantive Equality of Official Languages”

作　　者：康叶钦[1] KANG Yeqin(School of English Education,Guangdong University of Foreign Studies,Guangzhou,510006,China)

机构地区：[1]广东外语外贸大学英语教育学院,广州510006

出　　处：《全球教育展望》2022年第8期103-114,共12页Global Education

基　　金：广东省研究生教育创新计划项目“高端外语人才研究生培养模式研究”(项目编号:2021JGXM048)的阶段性成果。

摘　　要：在加拿大多种第二语言(法语)教学模式中,法语浸入式教学以其“整合语言和内容”的鲜明特征和文化育人成效,获得政策的持续支持,迎来大发展机遇:项目注册率显著增长,从强调学生双语能力的提升转向培养跨文化公民。但法语浸入式教学也面临师资发展困境,因此,联邦和各省政府通过增加教育经费、扩大教师招聘范围、加强在职教师指导等措施,持续推进法语教育。浸入式教学模式启示我们:可通过外语学科培育核心素养;推进少数民族汉语教育,培养双语人才;加强双语师资的职前培养。Among the popular FSL(French as a Second Language)teaching approaches,French Immersion has gained greater popularity for its integration of language and content,bilingual proficiency,as well as its emphasis on cultivating cross-cultural citizens.Supported by Canadian bilingual policy,its student enrollment is on the rise,resulting in less supply than demand due to the shortage of qualified FSL teachers.In regards to this situation,the Government of Canada,alongside with other provinces/territories,takes actions through investments,recruitment and mentor of teachers,to ensure the sustained success of FSL.French Immersion provides suggestions for Chinese language education,including cultivating key competencies through EFL,bilingual education for China’s ethnic minorities,and the training of bilingual student teachers in higher institutions.

关 键 词：双语教育 法语作为第二语言 浸入式教学 浸入式教师 

分 类 号：H32[语言文字—法语]