永續經營：從幾個理論概念再思考華文教育

華人移民是華文教育的基礎，他們對學習族裔語言文化的需求是華文教育的核心問題，研究華文教育必先研究華人移民的新發展。近年對全球化之後的國際移民有很多新理論，有幾個與族裔語言相關的研究都值得我們思考和引用。除了族裔語言本身的界定和研究外，也拓展到移民或少數族裔的家庭及社區，諸如家庭語言規劃、族裔郊區、文化社區等理論，族裔語言文化的學習場域走出傳統的學校。在族裔語言教學方法方面，以認知語言學的理論和語言觀為基礎，針對外語教學的特徵，提出了三個原則：知其所以然的原則，語言、文化、思維三位一體原則和整體性教學原則。影響了美國主流教育體系語言教學方法，諸如全語言教學法、STEM教學法等，都在族裔語言學習中廣泛運用。它們的共同特點是除了利用語言學習掌握跨領域知識外，語言學習中跨文化交流和文化教學的地位也越來越受重視。在這些理論和新觀念的探索中，可以發現學習和傳承族裔語言文化，已逐漸擺脫了20世紀早期民族國家以政治認同為無限上綱，逐漸走向全球化時代的開放。華文教育要能永續發展，除了不斷汲取新的理論概念，也當掌握時代趨勢。

關鍵字

族裔語言；家庭語言規劃；族裔郊區；文化社區；全語言教學法

並列摘要

Chinese immigrants constitute the basis of Chinese language education. Their needs for learning their ethnic language and culture is the core issue in Chinese language education. As a result of globalization, recent years have witnessed many studies about international migrants, several of which related to heritage/ethnic language are worthy of our consideration. This research was not limited to the heritage language itself, but also extended to the families of immigrants, ethnic minorities and even to the community, such as ＂Family Language Policy＂, ＂Ethnoburb＂, ＂cultural community＂ and other theoretical concepts. The research on heritage language and culture has gone beyond the traditional schools. Three principles in Cognitive Linguistics (the principle of knowing its nature, the Trinity principle of language, culture and thinking and the principle of integrated teaching) have influenced the language teaching methods of the mainstream education system of the United States, such as the ＂Whole language approach＂ and the ＂STEM＂ teaching method, which are widely used in heritage language learning. These theories and concepts show that learning heritage language and culture has gradually got rid of the unlimited outline of ＂political identity＂ in the early 20th century and gradually moved towards the open mind of globalization. In order to advance the development of Chinese language education, we should constantly absorb new theoretical concepts, and keep abreast of the trend of the times.