【作者】 章石芳；

【导师】 沙平；

【作者基本信息】 福建师范大学 ， 语言学及应用语言学， 2011， 博士

【摘要】 移民母语教育是全球多元文化语境下的一个重要课题。本研究着眼于菲律宾华族移民母语教育,首先认同于庄国土教授关于华人族群的定义：华人族群是由保持华人意识的中国移民及其后裔组成的稳定群体,常作为少数民族构成当地国家民族(而非中华民族)的组成部分。对当地国的政治认同是所在国华族形成的主要标志,菲律宾华族大约形成于20世纪70年代中期也即菲化案全面实施之后。其次,本研究认为,汉民族共同语(包括口语和书面语系统)作为华族的“本族语”应确立为“华族母语”。接受母语教育是联合国宪章赋予世界公民的基本人权。对于作为菲律宾少数民族的华族而言,母语不单是交际工具,同时还是阐释民族传统和族群认同的重要工具,这种依附于语言的象征价值正是母语保持的巨大动力源泉。本研究梳理中菲关系及华族移民简史,回顾代际华族(华侨)移民母语教育发展轨迹,探寻渐次嵌入菲律宾主流社会的五代华族(侨)移民的不同际遇、文化心态以及文化适应的变迁及其与座驾其上的移民母语教育各时期发展概况及特征之间的历史关联,昭示华族(华侨)族群(民族)文化认同与母语教育之间互为因果、相辅相成的关系：华族(华侨)族群(民族)认同作为华族这个共同体的共同心理素质,是母语教育源起的底座和成功的基石；母语教育是华族(侨)的族群(民族)维系纽带和文化传承工具,其对族群(民族)认同具有反哺效应。这一关系探索亦为新时期华族移民母语教育发展方略做出全新的理论铺垫。本研究着眼于新时期菲律宾华族移民母语教育现状。除基于教育三要素的教育基本面调查外,笔者亦采取大规模分层随机抽样的问卷调查方式,对菲律宾华裔中学生的族群认同状况及母语学习态度进行调查。调查结果显示,目前大部分菲华学生属于认同型的文化适应状态：强烈认同地主国菲律宾,对本族群—华族的认同程度较低。这一结果直接影响着其汉语学习的动机与态度。调查研究亦揭示了第五代华族移民母语教育所面临的现实困境,并立足于教育所根植的主流社会大环境、依据族群理论及多元文化教育理论,提出新时期菲律宾华族移民母语教育和谐发展方略。更多还原

【Abstract】 Mother-tongue education of immigrants is an important issue in the context of global multi-culture. The research focuses on the mother-tongue education of Chinese ethnic immigrants in the Philippines. First of all, the study identifies with Professor Zhuang Guotu’s definition on the Chinese ethnic group:a stable group consists of Chinese immigrants who keep Chinese consciousness and their descendants, which is often considered as a minority to be one of the components of host-country ethnics (rather than Chinese). The identification with the host-country politics is the main indicator of the formation of the host-country Chinese ethnic. Secondly, this study suggests that the common language of Han nationality (including oral and written language system), which is taken as the "native language" of Chinese ethnic, should be recognized as "mother tongue of Chinese ethnic." According to UN Charter, mother-tongue education is the basic human rights given to all citizens of the world. For the Chinese ethnic, as a minority in the Philippines, the mother tongue is not only a communication tool, but also the important tool to interpret national traditions and ethnic identity. It is right the symbolic value attached to language that enable mother tongue to maintain a huge source of inspiration.This study organizes the Sino-Philippine relationships and the brief history of Chinese immigrants, reviews the development tracks of intergenerational Chinese ethnic (overseas Chinese) mother-tongue education, and explores five Chinese ethnic (overseas Chinese) generations in the aspects of different fortune, cultural mentality, and vicissitude of cultural adaption and its historical connection with the development features of immigrant mother-tongue education of those periods. The study shows that the cultural identity of the Chinese ethnic (overseas Chinese) group and mother-tongue education interact each other as cause and effect and they reinforce mutually. As the common psychological quality of Chinese ethnic community, ethnic identity of Chinese ethnic (overseas Chinese) is the base of the mother-tongue education and the cornerstone of success; mother-tongue education is the tool to maintain ties and cultural heritage of Chinese ethnic (overseas Chinese) group and it has regurgitation-feeding effect on ethnic identity. This exploration of the connection also paves the way to make new theory of the development strategies of Chinese immigrant mother-tongue education in the new period.This study focuses on the current mother-tongue education of the Philippine Chinese ethnic in the new period. Besides the investigation of the educational fundamentals based on the three elements of education, the author conducted a survey of ethnic idontity status and mother-tongue learning attitudes of the Philippine Chinese ethnic high students by questionnaires of large-scale stratified random sample. The survey results show that the majority of the Philippine Chinese students are in the status of identity-based cultural adaption:strong recognition of the host country -- the Philippines but low level of Chinese ethnic identity. The finding directly affects the students’ motivation and attitude of learning Chinese language. The research reveals the mother-tongue education difficulties which the fifth-generation Chinese immigrants are encountering, and brings forward the harmonious development strategies of the Philippine Chinese ethnic immigrants’ mother-tongue education in the new period, based on the mainstream social environment which education is rooted in, ethnic group theory and multicultural education theory.更多还原