期刊目錄列表 - 65卷(2020) - 【教育科學研究期刊】65(1)三月刊（本期專題：語言與文化教育政策）
Directory
（專題）中華民國華語文政策芻議
作者:國立臺灣師範大學華語文教學系陳振宇
卷期：65卷第1期
日期：2020年3月
頁碼：27-46
DOI：10.6209/JORIES.202003_65(1).0002
摘要：
本文檢視中華民國現行的華語文政策，指出一些侷限，並提出幾點政策上的原則及具體的建議。在原則上，本文認為華語文教育應以華語非其目前生活主導語（Chinese as a non-dominant language）的所有學習者為服務對象，以華人的社會文化與生活經驗為政策推廣的重點，透過廣泛多元的生活內容，帶動因地制宜多樣多重標準的華語學習，讓文化走出去、華生走進來。在具體的政策上，本文建議以「華代語」（Chinese as an Alternative Language, CAL）為名，制定「促進國際社會使用華代語」之政策，長期推動華語文成為未來知識儲存與資訊交流的重要載體與媒介，是國際上許多人會想要擁有的語言之一。在此政策方向的引導下，應：一、研議訂定符合語言教育趨勢的華代語語言教育目標；二、強化華語文內容的多樣性（主題與專業）、多元性（年齡與社群）、與廣泛性（多媒體）；三、培育多元多樣的華語文傳播人才；四、發展符合語言教育趨勢及語言教育目標的多樣華語文語言測驗。
關鍵詞：二語教育、華代語、華語文教育、對外漢語、語言政策
《詳全文》
參考文獻：
- 孔子學院（2019）。維基百科。取自https://zh.wikipedia.org/wiki/%E5%AD%94%E5%AD%90%E5%AD%A6%E9%99%A2 【Confucius Institute. (2019). In Wikipedia. Retrieved from https://zh.wikipedia.org/wiki/%E5%AD%94%E5%AD%90%E5%AD%A6%E9%99%A2】
- 何福田、林慶隆、賴明德（2013）。臺灣華語文教育發展之研究。國家教育研究院研究報告（NAER-101-12-F-2-01-00-1-01）。臺北市：國家教育研究院。 【He, F.-T., Lin, C.-L., & Lai, M.-D. (2013). A study of the development of teaching Chinese as a second language in Taiwan. Research Report of National Academy for Educational Research (NAER-101-12-F-2-01-00-1-01). Taipei, Taiwan: National Academy for Educational Research.】
- 改革開放（2019）。維基百科。取自https://zh.wikipedia.org/wiki/%E6%94%B9%E9%9D%A9%E5%BC%80%E6%94%BE 【Reform and open. (2019). In Wikipedia. Retrieved from https://zh.wikipedia.org/wiki/%E6%94%B9%E9%9D%A9%E5%BC%80%E6%94%BE】
- 國家漢語國際推廣領導小組辦公室（2019）。維基百科。取自https://zh.wikipedia.org/wiki/%E5%9B%BD%E5%AE%B6%E6%B1%89%E8%AF%AD%E5%9B%BD%E9%99%85%E6%8E%A8%E5%B9%BF%E9%A2%86%E5%AF%BC%E5%B0%8F%E7%BB%84%E5%8A%9E%E5%85%AC%E5%AE%A4 【The Office of the National Supervising Team for the International Promotion of Chinese. (2019). In Wikipedia. Retrieved from https://zh.wikipedia.org/wiki/%E5%9B%BD%E5%AE%B6%E6%B1%89%E8%AF%AD%E5%9B%BD%E9%99%85%E6%8E%A8%E5%B9%BF%E9%A2%86%E5%AF%BC%E5%B0%8F%E7%BB%84%E5%8A%9E%E5%85%AC%E5%AE%A4】
- 寇志暉、譚彩鳳、李子建（2009）。從漢語全球化之趨勢分析對外漢語教學的變革。基礎教育學報，18（1），169-184。 【Kou, Z.-H., Tam, A. C.-F., & Lee, J. C.-K. (2009). Globalization of Chinese: An analysis of changes to teaching Chinese as a foreign language. Journal of Basic Education, 18(1), 169-184.】
» 展開更多
- 孔子學院（2019）。維基百科。取自https://zh.wikipedia.org/wiki/%E5%AD%94%E5%AD%90%E5%AD%A6%E9%99%A2 【Confucius Institute. (2019). In Wikipedia. Retrieved from https://zh.wikipedia.org/wiki/%E5%AD%94%E5%AD%90%E5%AD%A6%E9%99%A2】
- 何福田、林慶隆、賴明德（2013）。臺灣華語文教育發展之研究。國家教育研究院研究報告（NAER-101-12-F-2-01-00-1-01）。臺北市：國家教育研究院。 【He, F.-T., Lin, C.-L., & Lai, M.-D. (2013). A study of the development of teaching Chinese as a second language in Taiwan. Research Report of National Academy for Educational Research (NAER-101-12-F-2-01-00-1-01). Taipei, Taiwan: National Academy for Educational Research.】
- 改革開放（2019）。維基百科。取自https://zh.wikipedia.org/wiki/%E6%94%B9%E9%9D%A9%E5%BC%80%E6%94%BE 【Reform and open. (2019). In Wikipedia. Retrieved from https://zh.wikipedia.org/wiki/%E6%94%B9%E9%9D%A9%E5%BC%80%E6%94%BE】
- 國家漢語國際推廣領導小組辦公室（2019）。維基百科。取自https://zh.wikipedia.org/wiki/%E5%9B%BD%E5%AE%B6%E6%B1%89%E8%AF%AD%E5%9B%BD%E9%99%85%E6%8E%A8%E5%B9%BF%E9%A2%86%E5%AF%BC%E5%B0%8F%E7%BB%84%E5%8A%9E%E5%85%AC%E5%AE%A4 【The Office of the National Supervising Team for the International Promotion of Chinese. (2019). In Wikipedia. Retrieved from https://zh.wikipedia.org/wiki/%E5%9B%BD%E5%AE%B6%E6%B1%89%E8%AF%AD%E5%9B%BD%E9%99%85%E6%8E%A8%E5%B9%BF%E9%A2%86%E5%AF%BC%E5%B0%8F%E7%BB%84%E5%8A%9E%E5%85%AC%E5%AE%A4】
- 寇志暉、譚彩鳳、李子建（2009）。從漢語全球化之趨勢分析對外漢語教學的變革。基礎教育學報，18（1），169-184。 【Kou, Z.-H., Tam, A. C.-F., & Lee, J. C.-K. (2009). Globalization of Chinese: An analysis of changes to teaching Chinese as a foreign language. Journal of Basic Education, 18(1), 169-184.】
- 張和生（2006）。對外漢語教師素質與培訓研究的回顧與展望。北京師範大學學報（社會科學版），3，108-113。 【Zhang, H.-S. (2006). A review and prospect of the research on the qualification and training of Chinese-as-a-second-language teachers. Journal of Beijing Normal University (Social Science Edition), 3, 108-113.】
- 教育部國際及兩岸教育司（2014）。「邁向華語文教育產業輸出大國八年計畫（102-109）」簡報。取自https://ws.moe.edu.tw/001/Upload/7/RelFile/6648/10449/103%E5%85%AB%E5%B9%B4%E8%A8%88%E7%95%AB.pdf 【Ministry of Education, Department of International and Cross-Strait Education. (2014). A brief report on the eight-year project toward building a nation of exporting teaching-Chinese-as-a-second-language education as a business (102-109). Retrieved from https://ws.moe.edu.tw/001/Upload/7/RelFile/6648/10449/103%E5%85%AB%E5%B9%B4%E8%A8%88%E7%95%AB.pdf】
- 教育部國際及兩岸教育司（2016）。教育部「邁向華語文教育產業輸出大國八年計畫（102-109）」（核定本）。取自https://ws.moe.edu.tw/001/Upload/7/relfile/6648/57459/01438e4a-a6d9-454c-b42d-43a3b8f86ade.pdf 【Ministry of Education, Department of International and Cross-Strait Education. (2016). The Ministry of Education eight-year project toward building a nation of exporting teaching-Chinese-as-a-second-language education as a business (102-109) (Final Version). Retrieved from https://ws.moe.edu.tw/001/Upload/7/relfile/6648/57459/01438e4a-a6d9-454c-b42d-43a3b8f86ade.pdf】
- 許琳（2008）。許琳在第九屆國際漢語教學研討會開幕式上的講話。載於世界漢語教學學會主辦之「第九屆國際漢語教學研討會」論文選（pp. x-xii），北京市。 【Xu, L. (2008). Xu Lin’s opening remarks for the 9th International Conference of Teaching Chinese as a Second Language. In International Society for Chinese Language Teaching (Ed.), Selected papers of the 9th International Conference of Teaching Chinese as a Second Language (pp. x-xii), Beijing, China.】
- 陳振宇（2013）。學語言是學到了什麼？從語言的多面向樣貌探討語言教學的新路徑。臺灣華語教學研究，7，1-11。 【Chen, J.-Y. (2013). What do we acquire when we acquire a language? Implications for language learning and coaching. Taiwan Journal of Chinese as a Second Language, 7, 1-11.】
- 陳振宇（2014）。華語文教育轉型為以知識與技能為產品元素的服務產業：一個新典範的探討。華語文教學研究，11（2），127-138。 【Chen, J.-Y. (2014). TCSL as a service industry with knowledge and skill as core elements of its product: A paradigm shift. Journal of Chinese Language Teaching, 11(2), 127-138.】
- 陳振宇（2016）。提昇台灣國際地位與影響力，我國華語軟實力不容輕忽。遠見雜誌，讀者觀點。取自https://gvlf.gvm.com.tw/article.html?id=70255 【Chen, J.-Y. (2016). Promoting Taiwan’s international status and influence: The soft power of our language is not to be taken lightly. Global Views Monthly, Readers’ Viewpoint. Retrieved from https://gvlf.gvm.com.tw/ article.html?id=70255】
- 陳振宇（2019a）。特約主編序：內容語言整合學習。臺灣華語教學研究，18，1-4。 【Chen, J.-Y. (2019a). Guest editor’s introduction: Content and language integrated learning. Taiwan Journal of Chinese as a Second Language, 18, 1-4.】
- 陳振宇（2019b）。以語言學習的生態學習理論建構「內容語言整合學習」的理論基礎。臺灣華語教學研究，18，5-17。 【Chen, J.-Y. (2019b). The ecological perspective on language learning as a theoretical basis of content and language integrated learning (CLIL). Taiwan Journal of Chinese as a Second Language, 18, 5-17.】
- 董鵬程、許怡貞（2013）。臺灣華語文教育的政策。載於國家教育研究院（主編），臺灣華語文教育發展史（pp. 87-128）。臺北市：編者。 【Dong, P.-C., & Hsu, Y.-J. (2013). The Taiwan policy on education in teaching Chinese as a second language. In National Academy for Education Research (Ed.), The historical development of teaching Chinese as a second language in Taiwan (pp. 87-128). Taipei, Taiwan: Editor.】
- 賴明德（2013a）。臺灣華語文教育的大事。載於國家教育研究院（主編），臺灣華語文教育發展史（pp. 45-85）。臺北市：編者。 【Lai, M.-D. (2013a). Education in teaching Chinese as a second language in Taiwan: Major events. In National Academy for Education Research (Ed.), The historical development of teaching Chinese as a second language in Taiwan (pp. 45-85). Taipei, Taiwan: Editor.】
- 賴明德（2013b）。臺灣華語文教育的沿革。載於國家教育研究院（主編），臺灣華語文教育發展史（pp. 15-44）。臺北市：編者。 【Lai, M.-D. (2013b). A history of the education in teaching Chinese as a second language in Taiwan. In National Academy for Education Research (Ed.), The historical development of teaching Chinese as a second language in Taiwan (pp. 15-44). Taipei, Taiwan: Editor.】
- 謝錫金、羅嘉怡（2014）。怎樣教非華語幼兒有效學習中文。北京市：北京師範大學出版社。 【Tse, S.-K., & Loh, E. K.-Y. (2014). Effective teaching and learning of Chinese for non-Chinese speaking preschoolers. Beijing, China: Beijing Normal University Press.】
- Alanís, I., & Rodríguez, M.A. (2008). Sustaining a dual language immersion program: Features of success. Journal of Latinos and Education, 7(4), 305-319. doi:10.1080/15348430802143378
- Chen, J.-Y. (2018, June). The many faces of language in language learning: Implications for SLA theories and pedagogy. Keynote speech presented at the 5th International Conference on Chinese as a Second Language Research, Hong Kong, China.
- Chostelidou, D., & Griva, E. (2014). Measuring the effect of implementing CLIL in higher education: An experimental research project. Procedia-Social and Behavioral Sciences, 116, 2169-2174. doi:10.1016/j.sbspro.2014.01.538
- Council of Europe. (2011). Common European framework of reference for languages: Learning, teaching, assessment. Strasbourg, France: Author.
- Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge, UK: Cambridge University Press.
- Dafouz, E., Haines, K., & Pagèze, J. (2019). Supporting educational developers in the era of internationalised higher education: Insights from a European project. International Journal of Bilingual Education and Bilingualism, 23(3), 326-339. doi:10.1080/13670050.2019.1651818
- Dafouz-Milne, E., & Núñez-Perucha, B. (2009). CLIL in higher education: Devising a new learning landscape. In E. Dafouz & M. Guerrini (Eds.), CLIL across educational levels. Experiences from primary, secondary and tertiary contexts (pp. 101-112). Madrid, Spain: Richmond.
- Dual language. (2019). In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Dual_ language
- Fortanet-Gómez, I. (2013). CLIL in higher education: Towards a multilingual language policy. Bristol, UK: Multilingual Matters. doi:10.1080/09500782.2015.1133641
- Genesee, F. (1985). Second language learning through immersion: A review of U.S. programs. Review of Educational Research, 55(4), 541-561. doi:10.3102/00346543055004541
- Jenkins, J. (2009). English as a lingua franca: Interpretations and attitudes. World Englishes, 28(2), 200-207. doi:10.1111/j.1467-971X.2009.01582.x
- Lanvers, U., & Hultgren, A. K. (2018). The Englishization of European education: Foreword. European Journal of Language Policy, 10(1), 1-11. doi:10.3828/ejlp.2018.1
- Lindholm-Leary, K. J. (2001). Dual language education. Bristol, UK: Multilingual Matters.
- Seidlhofer, B. (2001). Closing a conceptual gap: the case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133-158. doi:10.1111/1473-4192. 00011
- Snow, M. A., & Brinton, D. M. (Eds.). (2017). The content-based classroom: New perspectives on integrating language and content (2nd ed.). Ann Arbor, MI: The University of Michigan Press.
- Stryker, S. B., & Leaver, B. L. (Eds.). (1997). Content-based instruction in foreign language education: Models and methods. Washington, DC: Georgetown University Press.
- Taillefer, G. (2013). CLIL in higher education: The (perfect?) crossroads of ESP and didactic reflection. ASp, 63, 31-53. doi:10.4000/asp.3290
- The National Standards Collaborative Board. (2015). World-readiness standards for learning languages (4th ed.). Alexandria, VA: Author.
- van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Dordrecht, Netherlands: Springer. doi:10.1007/1-4020-79125
- Vilkancienė, L. (2011). CLIL in tertiary education: Does it have anything to offer? Studies about Languages, 18, 111-116. doi:10.5755/j01.sal.0.18.418
Journal directory listing - Volume 65 (2020) - Journal of Research in Education Sciences【65(1)】March (Special Issue: Language and Culture Education Policies)
Directory
(Special Issue) Towards a Language Policy on Chinese as an Alternative Language in Taiwan, the Republic of China
Author: Jenn-Yeu Chen (Department of Chinese as a Second Language, National Taiwan Normal University)
Vol.&No.：Vol. 65, No.1
Date：March 2020
Pages：27-46
DOI：10.6209/JORIES.202003_65(1).0002
Abstract：
The present paper examines the current policy of Taiwan, the Republic of China for Chinese as a second language, points out a number of limitations and makes several suggestions on the theoretical/principle level as well as on the concrete policy level. Specifically, we believe that a culturally responsive policy should target all learners/users whose current dominant language is not Chinese but who have the need to make Chinese their dominant language for daily use. The policy should focus on the diverse cultural contents that represent the broad Chinese community and encourage the learning and use of different varieties of Chinese. The goal of the policy is to take the Chinese cultures abroad and bring the Chinese learners in. The specific tasks include writing the National Policy for Promoting Chinese as an Alternative Language (CAL) in the International Community, with the goals of making Chinese the essential vehicle and media of information and knowledge in the future and of making Chinese a language of valuable possession. To achieve the goals, the government need to formulate the educational objectives of CAL that are in line with the trend of international language education, to enrich the contents of the Chinese language with respect to diversity, variability, and comprehensiveness, to prepare a task force with diverse talents and expertise, and to develop tests of CAL that meet the educational objectives and can support the learning of CAL.
Keywords：second language education , Chinese as an alternative language, Chinese language education, Chinese as a second language, language policy