地缘政治和汉语层次结构的变化：政策和实践在英国的汉语教学中的影响外文翻译资料

地缘政治和汉语层次结构的变化：政策和实践在英国的汉语教学中的影响

原文作者 ZHU HUA LIWEI 单位 伦敦剑桥大学

摘要：在过去的十年时间里，汉语已经是英国学校和大学发展得最快的现代外语。主要原因是日益重要的中国大陆成为了全球经济和政治的重要力量，而且中国政府在英国大规模投资了孔子学院和孔子课堂。本文主要关注中国的地缘政治策略如何促进全球汉语在英国的发展，以及不同的汉语学习者从“汉语国际教育办公室”所实施的政策中受到的不同影响。汉语国际教育办公室专门负责汉语的对外教育,通常被称为“汉办”。我们与孔子学院的关键利益相关者会谈,观察教学设施和设备，调查不同的动机和不同利益集团的意识形态。我们还调查在孔子学院和孔子课堂中被传授的文化元素，特定的重点是了解孔子学院和孔子课堂中的华裔学生对被教授的中国文化的反应。本研究的具体问题是：普通话的推广对使用其他种类汉语的华人学生的影响，以及孔子学院和孔子课堂是如何构建“异国情调”的。

关键词:汉语；孔子学院；孔子课堂；全球化；英国的华裔学生

在过去的十年时间里，在英国的学校和大学里学习现代外语的学生人数普遍下降。根据传统经验来讲,法语是在学校被学习得最广泛的现代外语。英国教育部门的数据显示：在2002年,英格兰和威尔士有341604名学生得到法语普通中等教育证书 (斯梅尔,2010)。法语普通中等教育证书是一个学术资格所指定的主题,通常由英格兰和威尔士的14 - 16岁学生获得。然而到了2010年,获得法语普通中等教育证书的学生数量降至188688人,下降了45%(斯梅尔,2010)。许多人认为下降的部分是因为业务部门鼓励学校对学生进行专业科学的教育，从而给大学的宣传部门增加了压力。因此，选择专业科学的学生数量同期飙升：学习化学和物理的学生数量上涨了32%,学习生物学的学生数量上涨了28%(Vasagar amp;shepherd,2010)。

但是并不是所有的现代外语都遭受着同样的命运。从2002年到2010年,学习西班牙语的学生数量上升了16%,而学习汉语的学生数量则上升了38%。2010年,教育大臣迈克尔bull;戈夫与中国政府建立了合作关系,其目的是为了给英国的中学培养1000名汉语教师。在访问中国时,他还特别强调了语言的重要性:“提供给每一个年轻人学习中文的机会将有助于促进两国之间的流动,能使未来的年轻人掌握成功所需的技能,同时确保我们经济和社会的长期成功”(英国教育部,2010)。2011年，英国工业联合发起的一项“寻找语言技能”的调查显示,汉语是仅次于法语（（49%）2013)之外的第二个最受欢迎的现代外语(44%)。

在汉语作为一种全球语言崛起的背景下，它作为一种现代外语在英国的学校和大学也因此崛起。2004年6月,在塔什干和乌兹别克斯坦学习汉语的一小群人被告知,他们将作为学习汉语和中国文化的试点群体,为此所建的学院将用中国古代哲学家孔子(公元前551 - 479)的名字来命名——孔子学院。同年晚些时候,在2004年11月21日,第一个孔子学院正式在韩国首尔启动。此后不到10年的时间里,近100个不同的国家和地区已经建立了将近400个孔子学院和300多个孔子课堂。预计到2020年,在这里的外国汉语学习者至少有一亿名(人民日报,2006年)。如今,参观当地的孔子学院已经成为中国政治家和官员海外旅行中正式的一部分。孔子学院的六个国际会议通常在北京举行,每次参加该会议的都是政府官员。

与此同时,中国政府正在努力使语言成为处理中国大陆和台湾之间两岸关系的工具。2008年总统大选期间,台湾现任总统马英九承诺：由于两岸使用不同的中文书面文字、单词、短语和发音，因此为了促进两岸人民之间的文化交流，必须要创立一本两岸词典。2012年5月,两岸词典(LiXingjian,2012)正式出版。同样的,中国大陆的汉语国际教育办公室编纂了一个“全球中文字典”(李宇明,2010)。这本字典于2010年由新加坡前总理李光耀和前中国政府政治协商委员会主席李瑞环作为顾问并为其命名。汉语国际教育办公室还为其建立了一个专门的术语——普通话，以供各个种类的汉语在台湾、香港、新加坡和中国官方使用。它可能在至少有一个人不讲汉语，或者汉语作为外语的情境下被扩大为通用语。其次，它将在汉语全球化背景下作为额外语言被普及。

很明显,汉语的促进是中国地缘政治策略的一部分，不同的项目都针对当地需求和特点经过精心设计和实施。例如与中国有传统友好关系的国家、与中国来往过少的国家、拥有大量对中国经济发展有用的自然资源的国家，以及对中国政治、军事和战略有重要意义的国家。本文主要关注中国的地缘政治策略如何促进全球汉语在英国的发展，以及不同的汉语学习者从“汉语国际教育办公室”所实施的政策中受到的不同影响。

这篇文章共包括三个部分。首先讨论促进汉语发展的动机。笔者调查一些周围的话语策略，也参考那些决定开办中文课程的人的动机，关注重点是他们的立场背后存在的意识形态。其次，关注孔子学院和孔子课堂里教了的那些文化元素，特定的重点是了解孔子学院和孔子课堂中的华裔学生对被教授的中国文化的反应。最后,反思如何促进普通话对讲其他种类汉语的华人学生的影响。观察、倾听、讲话和思维,是本文研究的四个关键源头。其中包括与关键利益相关者的对话和参与英国学校和大学的各个方面的汉语教学和学习，同时也观察孔子学院和孔子课堂。希望我们的讨论将有助于研究语言意识形态、语言态度、语言学习动机、学习者身份对现代外语教育的影响。

外文文献：http://d.scholar.cnki.net/detail/refdetail?tablename=SJWDTEMP

Uamp; filename=SJWD14021700001017

剩余内容已隐藏，支付完成后下载完整资料

Geopolitics and the Changing Hierarchies of the Chinese Language: Implications for Policy and Practice of Chinese Language Teaching in Britain

ZHU HUA LIWEI Birkbeck College, University of London

ABSTRACT: Chinese has been the fastest growing modern foreign language in British schools and universities in the last decade, due largely to the perceived growing importance of mainland China as a global economic and political power and the substantial investment in Confucius Institutes (CIs) and Classrooms (CCs) by the Chinese government. This article focuses on how Chinarsquo;s geopolitical strategy of promoting Chinese as a global language has been received and implemented in the UK and how different groups of learners of Chinese have been differentially affected by the implementation of the policies of the Chinese National Office for Teaching Chinese as a Foreign Language, commonly referred to as Hanban. Based on conversations with key stakeholders of the Confucius Institutes and Classrooms, including managers, teachers, and students, as well as observations in these settings, we investigate the different motivations and ideologies of the different interest groups. We also examine the cultural elements that are being taught in the CIs and CCs. A particular focus is on how ethnic Chinese learners in the CIs and CCs react to the teaching of Chinese culture. The effect of promoting Putonghua on ethnic Chinese students who speak other varieties of Chinese and how lsquo;foreignnessrsquo; is constructed in the CIs and CCs are specific concerns of the present study.

Keywords : Chinese; Confucius Institutes and Classrooms; geopolitics; British Chinese children

Over the last decade, there has been a general decline in the number of students in schools and universities in the UK studying modern foreign languages. Traditionally, French was the most widely taught modern foreign language in schools. According to figures from the UK Department of Education, in 2002,341,604 pupils in England and Wales took the General Certificate of Secondary Education—GCSE—in French (Smale, 2010). GCSE is an academic qualification awarded in a specified subject, generally taken by students aged 14–16 in England and Wales. By 2010, the number of pupils taking GCSE French fell to 188,688, down 45% (Smale, 2010). Many people attribute the decline in part to the increased pressure on universities and the lobbying by the business sector to encourage the take-up of single sciences in schools. The number of pupils taking single sciences surged over the same period, with entries for chemistry and physics GCSE up by 32% and biology 28% (Vasagar amp; Shepherd, 2010)respectively.

However, not all modern foreign languages suffer the same fate. Between 2002 and 2010,Spanish was up 16% while Mandarin Chinese was up 38%, although the total number of pupils taking GCSE Mandarin was only around 4,000 in 2010 (Smale, 2010). In 2010, the Secretary of State for Education, Michael Gove, set up a partnership with the Chinese government to train 1,000Mandarin teachers for secondary schools in England. Speaking on a trip to China, he emphasized the importance of the language:“Offering every young person the chance to learn Mandarin will help to encourage mobility between the two countries, equip the next generation with the skills they need to succeed, and ensure the long-term success of our economy and society” (UK Department of Education, 2010). A 2011 survey of employers for the Confederation of British Industry (CBI) found that of those looking for language skills, Chinese was the second most sought-after (44%), after French (49%) (CBI,2013).

The rise of Chinese as a modern foreign language in schools and universities in the UK needs to be set against a background of the rise of Chinese as a global language. In June 2004, a small class of Chinese learners in Tashkent, Uzbekistan, were told that they would become the pilot institution for learning Chinese language and culture, and that the institute would be named after the ancient Chinese philosopher, Confucius (551–479 BC). Later that year, on 21 November 2004, the first Confucius Institute formally opened in Seoul, South Korea. In less than 10 yearsrsquo; time, nearly 400 Confucius Institutes (CIs) and over 300 Confucius Class-rooms (CCs) have been established in almost 100 different countries and regions. The Office of Chinese Language Council International, other-wise known as Han ban—the organization that oversees the running of Confucius Institutes and Classrooms worldwide—proudly declares its ambition to establish 1,000 CIs and CCs by 2020, with at least 100 million foreign learners of Chinese(Peoplersquo;s Daily, 2006). Nowadays, a visit to a local Confucius Institute is an integral part of the formal schedule by Chinese politicians and officials on their overseas trips. Six international conferences of Confucius Institutes have been held in Beijing, each time attended by high ranking government officials. By now we are all used to not only headlines like “How English Is Evolving Into a Language We May Not Even Understand” (Erard,2008), due to its so-called free-form adoption by the Chinese, or Chinglish, but also “Is English or Mandarin the Language of the Future?” (Pak, 2012), “The Mandarin Offensive” (Erard,2006), and “Saying lsquo;Globalrsquo; in Chinese” (Erard,2006). Indeed, Chinese is the fastest growing modern foreign language in schools and universities in many different countries across the globe.

In the meantime, efforts are made to use language as an instrument in the so-called cross-strait relations between mainland China and Taiwan. During the 2008 presidential election, Ma Ying–Jiu, the current president of Taiwan, made a campaign promise to establish a cross-strait dictionary in order to facilitate cultural exchanges between the people on the two sides of the Taiwan Strai

剩余内容已隐藏，支付完成后下载完整资料

资料编号：[287629]，资料为PDF文档或Word文档，PDF文档可免费转换为Word