A summary of language education research: a paper related to language education
From the perspective of national language resources security, this paper sorts out the relevant research on language education. This paper summarizes and refines the discussion on the current situation of language education research at home and abroad, and points out that the planning and practice of language education is directly related to the national development strategy, the formulation of language education policies must obey and serve the national interests, and the purpose of language education is to safeguard the national rights and interests and realize the national development strategy. Language education deserves scholars' consideration and study.
Keywords language education; Mother tongue education; Language policy; Language resources
1 Introduction
As a precious symbol to identify cultural belonging, cultural behavior and cultural identity, language is a powerful centripetal force to unite all ethnic groups. However, in multi-ethnic and multilingual areas, languages are naturally divided into strong languages and weak languages when used. In China, Chinese has a long history and a large number of users, and it has already become a strong language among national languages. Minority languages have a small population and a narrow range of use, which is a weak language compared with Chinese. The state must consider protecting the language rights of ethnic minorities when formulating language planning and language policies. As a tool of transnational economic and technological exchange, it is very important for the long-term development of the nation to choose which language education. However, national language democracy and national language equality are a pair of contradictions. In the process of dealing with complex language relations, language problems are concentrated in language education. In today's era of economic globalization and cultural diversity, China is also faced with the problem of how to develop language education.
2 Summary of research status
2. 1 Language education concept and related definitions
According to Wikipedia, right? Language education? The definition of? Language education? Generally refers to the teaching behavior and learning behavior of any language. The language education we generally discuss is the language education of teenagers' mother tongue. This article will not discuss Chinese international education for the time being. Modern Chinese Dictionary explains mother tongue: Generally speaking, is it the national standard language or dialect? . Mr. Li Yuming pointed out that the concept of mother tongue belongs to the national field, that is, it is both personal and national, reflecting the identity of individuals or ethnic members to the national language and culture, or their loyalty to the nation [3]. The essence of strengthening mother tongue education is to strengthen national identity. National security needs to popularize the national common language, ensure the smooth flow of information and promote national identity. Language education bears the responsibility of national security to a certain extent.
2.2 Foreign research
Most foreign studies on language education are conducted from the perspectives of linguistics and applied linguistics. Among them, Loen? Laforge put forward his own views. It is mentioned in Language Teaching and Language Planning that language equality is the ultimate goal of language standardization. However, the formulation of general Chinese education policy does not consider the actual situation of Chinese teaching. Most people exaggerate the role of the Ministry of Education and regard the school system, especially language teaching, as a means to implement language policy. Loen cited the language policies of West Africa and New Guinea to illustrate that the implementation of language policies cannot rely solely on the school system. Due to the lack of unified Mandarin textbooks, Mandarin teachers and standardized languages, New Guinea's language policy has become a one-off phenomenon. Magnificent? Fiasco. However, a few spontaneous language promotion have achieved success, which is inseparable from the support of the community. Loen pointed out that the formulation of language education policy should consider the social demand for language, and the school system is the implementation stage of language policy. It is necessary to improve the curriculum, teaching plan, textbook compilation and teachers' continuing education plan to prepare for language teaching. [2]
Topher. Skutnabb? Cangas [2] emphasizes that language is an important element of national identity, and ethnic minorities should have the right to receive education in their own language, and gives detailed examples of striving for language rights in education. In order to support the language and language education rights of ethnic minorities, the language ecological view has emerged. Many language ecologists believe that the grim situation faced by many languages in the world is similar to the process of species endangerment and extinction in biology or ecology, more precisely, it is more severe than the threat of extinction faced by animals and plants. If people don't pay enough attention to this language loss process and stop it in time, language ecologists believe that the world language gene bank will disappear from the earth forever together with the cultural knowledge closely related to these languages.
According to the report of UNESCO 195 1 Expert Meeting, people living in simple culture have to divide into complex civilizations. In this case, it is more effective to teach their mother tongue as a second language than to teach their long jump as a second language directly. After two or three years of mother tongue education, people in minority areas should learn a complete and standard national language in order to communicate with people outside their own nationality and learn new knowledge. This sorting report introduces what kind of language environment is suitable for using local languages and what measures have been taken to encourage the use of local languages. This report provides a detailed reference for language planning, from the choice of educational language to some problems in the process of learning the target language, points out the factors that should be considered in the process of language planning, and puts forward suggestions for UNESCO to improve language education.
With the deepening of globalization, scholars are increasingly aware of the importance of language to a country and a nation. Language is not only a tool of political struggle, but also a symbol of national identity. In view of the relationship among language policy, cultural identity and national identity, linguists have discussed the challenges and opportunities from language, culture and national identity in the process of cross-cultural communication under the background of globalization from the perspectives of linguistics, pedagogy and sociology. In addition, in the book Foreign Language Policy and Language Planning Process, Loen proposed that the real driving force of language policy is not laws or regulations, but the ideology and national identity of language and culture. ? In other words, only by strengthening national identity and cohesion can language policy be really promoted, and the promotion of language policy will further strengthen national identity.
Based on the study of foreign language education and policy, we can see that the focus of foreign research is to respect language equality and protect language rights, especially those of ethnic minorities. Most scholars associate language education with national politics and national unity, ignoring the internal relationship between language education and cultural security.
2.3 Domestic research
The research on language education in China mostly focuses on the first language teaching with Chinese as the mother tongue, foreign language or second language teaching with Chinese as the target language, bilingual teaching of minority Chinese and national languages, foreign language teaching and so on. Domestic research on language policy can be roughly divided into two categories: macro-level language education based on national development strategy and micro-level language education based on speech practice.
Based on the national development strategy of language education, these researchers realize that language education is not only the responsibility of the education system, but also involves all aspects of society, and the problems faced by language education are more complicated. From a macro point of view, when making language planning, a country must consider upgrading language education to a certain position, controlling the right to speak and enhancing the country's soft power. Cao Di believes that national cultural interests are inseparable from security, economy and political interests, and guide the formulation and implementation of national language policies. The ultimate goal of language education policy is to enhance cultural soft power. The national language education policy should focus on improving the soft power of national language and culture; The strategic goal is to safeguard the national language and cultural sovereignty, protect the national language and cultural security, promote the spread of language and culture, and enhance the national language and cultural identity and national cohesion internally; China's current language education policy fails to fully safeguard the national cultural interests, which is due to the loss of policy objectives, the deviation of policy value orientation and the lack of mutual coordination mechanism within the policy system. [6]
Frances Sun mainly analyzes the history and present situation of American language policy. From the perspective of national strategy, the formulation of language policy is instilled into American language education from the perspective of cultural values and ideology. Rouen Protestant culture? As well as the so-called language nationalism, by comparing the characteristics of language education between China and the United States at the present stage, reflecting on the shortcomings of language education in China, this paper puts forward that we should promote the multicultural development of ethnic minorities, scientifically plan ethnic minority language education, save endangered ethnic minority language culture, scientifically formulate foreign language education policies from a national strategic height, and finally strengthen the international development of language education to create characteristic language culture. [5] Chen Rudong also proposed that language education has national strategic significance. Starting from the opportunities and challenges encountered in the development of Chinese language education under the background of globalization, he pointed out that the national strategic development under the background of globalization should raise language education to the height of national competitiveness, strengthen the cultivation of public discourse and improve the ecological environment of Chinese public language; At the same time, some suggestions are put forward for language education in China: re-planning the proportion matching between foreign language education and mother tongue education, reforming teaching content, methods and organizational system; Strengthen the cultivation of national media discourse ability; Finally, strengthen the communication ability of Chinese international education. [8] Zhou Diansheng classified the language education in China in detail in the article "Language Education in China and National Interests", including mother tongue education of major ethnic groups, mother tongue education of non-major ethnic groups, bilingual education, foreign language education of ethnic groups, promotion of Chinese and minority languages, promotion of Putonghua and standard pronunciation orthography of ethnic groups, and computer language information processing. Zhou Diansheng also pointed out that language education should be promoted to the height of national strategy, but different language education contents should serve different national interests, and further play its role in promoting national quality improvement and national economic and cultural development. Some scholars emphasize the status of language education, clearly point out that language education is related to national interests and is the core of China's cultural soft power, and put forward some suggestions for the development of language education in China. However, these development suggestions are difficult to implement, and we lack specialized institutions to manage local language use and scientifically compile teaching materials.
Based on the above literature, the research on bilingual education in China has made some achievements, but there are also some problems. Scholars have not paid enough attention to bilingual education of ethnic minorities, and the bilingual education model is relatively simple. As a second language, there are fewer languages to choose from, which is difficult to meet the needs of global economic development. China's language teaching research mainly focuses on curriculum, textbook arrangement and teacher training. Discussions on language education and teaching have been going on. Some scholars have seen the importance of mother tongue education, but excessively suppressing foreign language education does not meet the social needs of our country. At present, the bilingual mode adopted in many parts of China has been basically fixed. How to improve the level of bilingual education, effectively protect the language rights of ethnic minorities and safeguard the country's right to speak and cultural interests is a problem that linguists need to consider. In China's border areas, the language situation in Xinjiang, Tibet, Yunnan, Guangxi and other places is complex, so it is necessary to investigate the language environment on the spot. The lack of language investigation and research in this field has affected the research process of language education in these areas.
3 Conclusion
The success of mother tongue education should be supported by corresponding language planning policies. Finally, the author summarizes the following points about the discussion mentioned in this paper:
1) language is not only a tool for communication, but also a valuable social resource. We need to face up to the importance of language resources and look at language education from the height of national strategy.
2) Ethnic language education should focus on ethnic subject education, but pay attention to retaining certain multicultural education.
3) Mother tongue education is not only a teaching tool, but also the target language of the main national language education; For non-main ethnic language education, the mother tongue should be used as a tool to assist general language learning in the early stage of learning, and at the same time, cultural education in mother tongue education should be paid attention to. The education system should cooperate with relevant national policies and actively feedback the achievements and problems of language education.
4) The measures to realize mother tongue education and common language education are different and should be arranged according to the actual language environment and people's needs.
5) The right of mother tongue embodies the concept of language human rights to a certain extent, but we can't demand absolute language democracy, which needs order to ensure. Excessive language democracy will destroy the order of language ecological environment and lead to social and national chaos.
6) Mother tongue is the foundation of national unity and national stability. It is necessary to grasp the state's right to speak and guide the educated to love their mother tongue with public opinion. Deepen the theory of mother tongue teaching and handle the relationship between mother tongue teaching and other teaching.
Facing the new conditions and environment of economic globalization, China's language education needs to seek an effective model that conforms to its own characteristics. On the one hand, we should safeguard the language rights of ethnic groups with different languages, on the other hand, we should follow the national development strategy. The planning and practice of language education is directly related to the national development strategy. The formulation of language education policies must obey and serve the national interests. The purpose of language education is to safeguard the national rights and interests and realize the national development strategy. Chinese education is worthy of scholars' thinking and research. The present situation of Chinese education in China needs a good development environment, which can not be separated from the support of national policies and the cooperation of the people.
refer to
[1] Guo. Sociolinguistics of China [M]. Nanjing University Press.
[2] Zhou Qingsheng, et al. Foreign Language Policy and Language Domestication Process [M].
[3] Li Yuming. On mother tongue [J]. World Chinese Teaching, 2003, 1: 48-58+3.
[4] Chen Zhangtai. On language resources [J]. Language application, 2008, 1: 9- 14.
[5] Frances Sun. Language education and national strategy [D]. Southwest University, 2009.
[6] Cao Di. A Study on China's Language Education Policy from the Perspective of National Cultural Interests [D]. Capital Normal University, 20 1 1.
[7] Chen Rudong. National strategic significance and development trend of language education in China [J]. Journal of Anhui Normal University: Humanities and Social Sciences Edition, 2014,2:197-203.
Zhou Diansheng. Language education and national interests in China [J]. Journal of Xinjiang University: Philosophy and Social Sciences Edition, 2004,2:131-134.
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