普及学前教育：加强民族地区国家通用语教育的关键

儿童的语言教育既要遵循儿童发展的规律,又要符合语言教育规律,还要考虑少数民族儿童语言学习的特点。在学前教育阶段加强国家通用语教育的策略包括:加强党的民族政策的学习,把握双语教育的正确方向;优先支持民族地区幼儿园建设,普及民族地区学前教育,在幼儿阶段强化国家通用语教育;在活动中提高儿童的国家通用语水平;注重信息技术的运用;加强学前师资队伍建设;营造良好的国家通用语学习环境。加强少数民族地区幼儿园建设,普及民族地区学前教育,抓住儿童语言发展的关键期开展国家通用语教育,使少数民族儿童较好掌握国家通用语,为少数民族儿童的终身发展奠定坚实的基础,对促进少数民族儿童的国家认同、加强民族团结,意义重大,影响深远。     

The emergence of English as a Lingua Franca has been an beneficial phenomenon for both native and non-native English speakers

<正>Nowadays there are more than two billion English speakers all over the world and the emergence of English as a lingua franca has been of great help to the whole world’s development.According to Crystal(2003:10),there are two main factors contribute to English developing into a lingua franca—British imperialism and the USA’s fast economy growth in nineteenth century which is a period full of explosion of international activities.Lingua franca can be defined as a language that is     

交际语、洋泾浜语和克里奥尔语

交际语、洋泾浜语和克里奥尔语这三个概念容易混淆。从语言学角度来看，交际语是一种多语接触区各语种社区通用的语言，它有可能是一种自然语言，也可能是一个混杂语，洋泾浜语是由一个上层语言（superstrate）和一个或多个下层语言（substrates）混合而成的混杂语言，它不够完善、功能有限，不是任何一个语言社区的母语。克里奥尔语是洋泾浜语基础上发展起来的较完备的语言，它能覆盖一切生活中需要表达的现象，是洋泾浜语使用者后代的母语。     

新中国70年民族语言教育政策分析

本研究基于对新中国70年民族教育政策的数量统计和内容分析,从价值取向层面将我国民族语言教育政策的发展分为突出少数民族语言平等权利的探索奠基期(1949-1965年)、强调语言标准的规范形成期(1977-1999年)和注重多元并存的体系建设期(2000-2018年)三个主要阶段,具有始终维护和保障少数民族语言的平等权利、着力坚持民族语和国家通用语的共同发展、积极探索"民、汉、外"三语教学的协调发展等特征。在各时期民族语言教育政策的规范和引导下,我国民族语言教育逐步建立了从以民族语教育为主、汉语教育为辅的双轨制过渡到国家通用语教育与民族语教育并存、外语教育协调发展的语言教育多元体系。70年来我国民族语言教育政策取得了历史性成绩,但受限于我国多民族多语言和区域发展不平衡的现实条件,体制和机制上仍存在着不健全、不完善、不科学等诸多现实问题,亟待通过构建统筹协调的民族语言教育规划机制、完善科学联动的民族语言教育决策系统和建设规范有效的民族语言教育管理体系来加以改进和完善。     

Culture,Textbooks and the Development of Intercultural Communicative Competence

<正>Byram(1993,p.13)argues that language and culture learning should be integrated with each other as language is a way of interacting with others.However,when the target language is English which is now the world’s lingua franca in the global village(Graddol,2006),the scope of target culture is becoming     

Global English:gift or curse?

The status of the English language as the lingua franca of the global information society is beyond dispute, but what is not so clear is whether it is capable of fulfilling that role efficiently. In the following article Ross Smith responds to the supporters of Global English by examining the qualities that an ideal international auxiliary language would possess and then discussing the extent to which those qualities are to be found in modern English.     

‘What’s in a name? The power of the English language in secondary school science education’

Cultural Studies of Science Education - The global dominance of the English language has led to intense debates with the emergence of studies of English as a lingua franca. These debates can be...     

从标准英语到世界英语的规范

英语作为世界通用语,在国际交流中起着重要的作用.随着英语在世界范围内的迅速发展,呈现出"多变体"、"多方言"的现象.在总结探求"国际标准英语"应用中遇到现实困难的基础上,提出世界英语在国际间使用的过程中,存在着世界英语规范.世界英语的规范不是任何人或组织推行的结果,而是来自不同国家地区的英语使用者以"可理解、可接受"的原则,为自然交际中形成的.通过论述世界英语规范的特点和展望世界英语规范下的英语发展趋势,提出重视对世界英语规范的调查和研究,为英语作为世界通用语提供必要的理论和现实依据.     

反思本族语言范式与英语教学

随着全球一体化和英语成为世界语（EIL）或通用语（ELF）新形势的到来,学界认为对英语的态度、实证研究的重心、以及英语教学实践都应有新的变革。针对这些新主张,中国英语教育应从教师聘任制度、教师培训制度以及英语教学大纲等三方面进行改革;力求打破非本族英语教师面临的聘任歧视,提升教师对自己角色变化的认知,培养教师对多种文化的敏感度,增强教师对亚种类英语的了解,并从教学目标、教学内容、教学方法、考核制度等方面对教学大纲进行完善。     

On Translation Errors and Culture Deviations in China English from Angle of Language Inclusivity

Any language must have the inclusivity of its own,otherwise it can hardly get developed. The English language has got the most powerful inclusivity, which makes itself the lingua franca of the world. However, as one of language varieties, China English develops with a lot of translation errors and culture deviations, which makes itself doubtful. As a result, a view comes into being that none errors can be permitted in China English, otherwise China English couldn’t exist. But finally, it turns out that translation errors and culture deviations in China English are acceptable due to the language inclusivity.     

Towards a More Appropriate University English Curriculum in China in the Context of English as an International Language

The rapid and wide spread of English has given rise to its lingua franca status, which in turn, changes the nature of English and English teaching at the tertiary level. This paper, based on a survey, discusses some of the problems with the current English curriculum used in Chinese universities and proceeds to offer some suggestions for a more appropriate university English curriculum in China in the context of English as an international language.     

现代汉民族共同语的变化与方言

民族共同语普通话要推广普及到各方言区的群众中去,以发挥它作为全民通用的交际工具的职能。它一旦为人们所掌握并运用于日常言语活动中,就会转化为言语变体。同时方言也以自己特有的力量和方式影响着共同语的变化。     

以新文读为借鉴看对外汉语中语音习得的认知规律

在二语习得中,习得者通常会出现中介语、混合语揉融现象.通过对文白异读现象发生的解释,可分析出习得者在语言学习过程中会出现的语音错误以及原因,并揭示出人们在学习或者模仿语言时的心理特征和认知规律,由此帮助人们更好地认识二语习得者在语言学习中的心理认知过程和语言迁移方式,这对对外汉语教学来说非常有利,同时也能帮助汉语教师改进教学方法和教学实践.     

Developing Oral Competence in English as a Lingua Franca in Chinese Context

English has been used in diverse contexts internationally as a lingua franca.It has become a necessary tool for people from different language backgrounds to communicate with each other.Native-speaker competence is no longer viewed as a realistic goal for English learners to achieve.Therefore,in line with this view a more appropriate pedagogy is needed especially in the field of speaking.This article addresses the ways of developing oral competence from three perspectives:LFCbased pronounciation,pragmatic stragegies and intercultural competence.Then it concludes with an exploring of implications for ELF teaching in Chinese context.     

An advocacy project for multicultural education: The case of the Shiyeyi language in Botswana

Multicultural education respects cultural differences and affirms pluralism which students, their communities and teachers bring to the learning process. It is founded on the belief that a school curriculum which promotes the ideals of freedom, justice, equality, equity and human dignity is most likely to result in high academic achievement and quality education. In Botswana, English is the official language and medium of instruction and Setswana is the national lingua franca which is used for formal occasions in the villages and other informal settings. Any other languages spoken by unrecognised tribes are banned from use in schools or the media, including minority languages taught before independence in 1966, This paper describes the Shiyeyi Language Project, initiated by the Wayeyi tribe, which advocates for a multicultural model of education where children learn in their mother tongue and about their local culture at an early stage, then add the national language, and eventually an international language as medium of instruction. The project operates within an unfriendly political and legal context, but has achieved some results. Continued efforts, especially as supported by similar language projects, have the potential to change the situation in Botswana.     

英语成为世界语背景下中国高校英语语音教学初探

随着全球一体化和英语在Kachru（1992）定义的外圈和扩展圈里被越来越多的非本族英语使用者普遍使用,英语已经逐步成为了世界语或者国际通用语（EIL／EFL）,并且在国际交际中发挥着重要作用。与此同时,随着英语与当地语言的相互作用和融合,拥有各自语言特征特别是语音特征的新兴英语（NewEnglishes）也逐步出现,并且成为影响EIL特征形成的重要因素。语言学家已开始着手研究EIL／ELF的语言特征（例如：Jenkins,2000,2002;Seidlhofer,2004）。基于这些新形势和新的研究成果,中国高校英语语音教学应突破本族语言范式（nativeness paradigm）,适当添加国际广泛认可的EIL的一些主要语音特征,提高学生对不同母语的英语使用者语音的辨识能力和接受性技能（receptive skills）,着重帮助学生克服核心语音（LFC）等容易影响交流的语音错误,改革语音考核制度,并且加大对语音教师有针对性的培训。     

TOTAL QUALITY MANAGEMENT ASSESSMENT,TEACHING, AND LEARNING: TOWARD A CAMPUSWIDE LANGUAGE AND SYSTEM

On most community college campuses where quality and improvement are taken seriously, there are at least three coexisting languages. The language of total quality management is spoken by administrators and by faculty members who teach management or business courses; the language of assessment is spoken by both faculty members and administrators; and the language of teaching and learning is spoken primarily by faculty members and academic administrators. Each language reflects a philosophical commitment to improvement. Each overlaps in terminology with the other two. Each suffices well in its own domain. Yet each is, by itself, insufficient as a campuswide lingua franca of continuous improvement. These languages may continue to coexist. If a college is really to accomplish a paradigm shift throughout the institution, however, it must generate its own language—a language spoken by all, a language that describes and discusses a campuswide system of quality, improvement, and change.     

Learning English as an L2 in the Global Context: Changing English,Changing Motivation

As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of ‘integrative motivation’ in the literature of second language (L2) learning with respect to the changing role of the English language in the global context. In particular, this paper attempts to re-conceptualise the notion of integrative motivation by considering the results of recent empirical research on L2 motivation. It is argued that the predominant motivation of learning English among most L2 learners is no longer concerned with ‘integration’ in the target native English-speaking culture, but with the construction of a ‘bi-cultural’ or ‘world citizen’ identity, as well as identification with the international community. The paper ends by suggesting new ways of understanding the concept of motivation in L2 learning in today’s global context.     

英语通用语背景下中国英语教学现状分析

英语通用语（ELF）是一种超越国界和文化的语言,用于不同母语背景者之间的相互交流。本文以全国英语专业名列前茅的五所高校为例,从英语专业和大学英语的教学大纲、课程体系和现有教材这三个角度出发,探讨ELF背景下中国英语教学的现状。调查发现,尽管学者们逐渐意识到在全球语境中使用ELF表达多元身份的必要性,英美文化及其价值观仍然在教学中占主导地位,这体现为对本族语英语和文学的重视,以及本土化英语和跨文化交际内容的相对缺乏。因此本文指出,在ELF视域下采用多层级和跨文化的英语学习策略对于实现容纳和顺应国际与本土视野的目标至关重要。