雲南少數民族三語教育

《雲南少數民族三語教育》由雲南大學出版社出版。

胡德映，出生於雲南省普洱市，少年坎坷，幾經輾轉才讀完“縮短學制”的初、高中，後下鄉當知青。擔任幾年中、小學英語教師后考上大學，獲學士學位。在大學一面教書、一面從事過幾年教學秘書工作。后又重走學路，從碩士讀到博士。其間受國家留學基金資助赴澳大利亞留學，所獲博士學位已經教育部認證。主要論著有《當代英語教學理論與方法探索》(主編，雲南民族出版社20065F版)；《(新裝)與(蒼蠅)一一評伍爾夫和曼斯菲爾德的兩篇未名短篇小說》(《山東外語教學》2004年第6期)：“ThelmDIicatiOns Of lndividualist and Collectivist Perception in China’s EFLT”(International Joumal of Diversity in Organisation Communities and Nations Volume 2004)；《談王爾德‘名叫埃納斯特的重要性’中人名意蘊》(《雲南師範大學學報》哲社版2000年第1期)；《中國英語教育九十七年回顧》(《山東外語教學》1999年第4期)；《談英語辭彙的性別差異》(大連外國語學院《英語知識》1998年第4期)等。作為副教授和碩士研究生導師，擔任本乖斗生的閱讀、聽力、寫作、英美概況等課程；為研究生開設的課程有：研究生英語精讀、社會語言學、研究方法論。主要研究方向 二語習得、雙/三語教育

Preface

Acknowledgements

Abstract

內容摘要

Chapter 1 Introduction

1.0 Introduction

1.1 Rationale, Purpose and Background of the Study

1.1.1 Rationale of the Study

1.1.2 Purpose of the Study

1.1.3 Background of the Study

1.2 Profiles of Yunnan and Xishuangbanna

1.2.1 Yunnan

1.2.2 Xishuangbanna

1.3 The Dai Nationality and Aini People

1.3.1 The Dai Nationality

1.3.2 The Aini People

1.4 Terms and Abbreviations Used in the Study

1.4.1 Chinese Language/Putonghua/Mandarin/Han Language

1.4.2 Ethnic Minority Identities

1.4.3 Minority Education

1.4.4 Bilingual Education for Minorities

Chapter 2 Literature Review

2.0 Introduction

2.1 Language Learning Theories Concerning Bilingualism and Trilingualism

2.1.1 Theories about Bilingualism and Trilingualism

2.1.2 Advantages and Disadvantages of Bilingualism and Trilingualism

2.2 Practices of Bilingualism and Trilingualism in SomeCountries

2.2.1 Universal Issues Concerning Ethnic Minority Language Learning

2.2.1.1 Ethnic Minority Cultures

2.2.1.2 Teaching Materials and Staff

2.2.1.3 Psychological Factors

2.2.1.4 Societal Factors

2.2.2 Practices of Bilingual and Trilingual/English Education

2.2.2.1 Practices of Bilingual Education

2.2.2.2 Practices of English Education

2.3 Bilingual and Trilingual/English Education in China

2.3.1 Definition of Terms

2.3.2 Ethnic Minority Population and Identity

2.3.3 Origins of Ethnic Minority Education

2.3.4 Modem Ethnic Minority Education

2.3.5 Bilingual and Trilingual/English Education of Ethnic Minorities

2.3.6 English Teacher Training and Teaching Materials

2.4 Bilingual and Trilingual Education in Yunnan

2.4.1 Bilingual and English Education in Yunnan

2.4.2 Language and Culture Maintenance in Yunnan

2.4.3 Provision of English Teachers

2.5 Bilingual and Trilingual/English Educational Situations of the Dai and Aini in Xishuangbanna

2.5.1.Situation of the Dai Nationality

2.5.1.1 The Dai Temple Education

2.5.1.2 The Dai School Education

2.5.2 Situation of the Aini People

2.5.2.1 Traditions of the Aini

2.5.2.2 The Aini School Education

2.5.3 The Dai and Aini Indigenous Languages

2.5.3.1 The Dai Indigenous Language

2.5.3.2 The Aini.Indigenous Language

2.5.4 Educational Issues for the Dai and Aini

2.5.4.1 Problems of Teaching Materials

2.5.4.2 Educational Implications from Local Social Activities

2.6 Research Questions

2.7 Chapter Summary

Chapter 3 Research Design and Methodology

3.0 Introduction

3.1 Research Design

3.2 Sampling

3.2.1 Samples of In-service Teacher Trainees

3.2.2 Samples of School Students

3.3 Data Collection Instruments

3.3.1 Research Instruments

3.3.2 Rationale for Interview Questions

3.3.2.1 Interviewees’English Learning Experiences

3.3.2.2 Interviewees’L1 and Ethnicity

3.3.2.3 Pre-/In-service Teaching Experiences

3.3.2.4 In-service Teacher Feedback on Students

3.3.2.5 Summary of Interview Questions

3.3.3 Rationale for Questionnaire

3.3.3.1 Eady Bilingualism and Monolingualism

3.3.3.2 Language/Cultural Maintenance and MOdernization

3.3.3.3 English Learning Activities

3.3.3.4 Language Transfer and Laaming Strategies

3.4 Pilot Study

3.5 Data Collection Procedures

3.5.1 Interviewing

3.5.2 Questionnaire Distribution and Collection

3.6 Data Coding

3.6.1 Data Processing Framework

3.6.2 Interview Transcription

3.6.3 Questionnaire Coding

3.7 Data Analysis

3.7.1 Interview Data Analysis

3.7.2 Questionnaire Data Analysis

3.8 Limitations due to Research Design and Methodology

3.9 Reliability and Audit Trail

3.9.1 Reliability

3.9.1.1 Documental Reliability

3.9.1.2 Statistical Reliability

3.9.2 Audit Trail

3.10 Chapter Summary

Chapter 4 Interview Results：Brief Case Studies

4.0 Introduction

4 1 Case Studies

4.1.1 Din’S Case

4.1.2 Gui’S Case

4.1.3 Nin’S Case

4.1.4 Tan’S Case

4.1.5 Kong’S Case

4.1.6 Jun’S Case

4.1.7 Yan’s Case

4.1.8 Ren’s Case

4.1.9 Fan’S Case

4.1.10 Pin’S Case

4.1.11 San’S Case

4.1.12 Wen’S Case

4.1.13 Hong's Case

4.1.14 Chu’S Case

4.1.15 Ben’s Case

4.2 Chapter Summary

4.2.1 Learning Experiences

4.2.2 Issues of Applying L1 to L3 Instructions

4.2.3 Teaching Experiences

4.2.4 Comments on the Students

Chapter 5 Questionnaire Findings

5.0 Introduction

5.1 Students’Ethnicity and Ethnic Minority Languages

5.1.1 General Profiles of the Subjects

Chapter 6 Discussion and Conclusion

References

Appendix Ⅰ Interview Questions for Teachers of English from Ethnic Minority Areas

Appendix ⅡQuestionnaire for School Students

Appendix ⅢFile Information from the Questionnaire Raw Data List ofVariables on the Working File

後記

1．1．3 Background of the Study In this study Xishuangbanna and the Dai and the Aini peoples were chosen as the investigated location and subjects．Thereasons for such decisions are three．

The first reason is that I（the researcher）was born andgrew up in that particular area until the age of 24．From the age0f 15．18（1975-1978），which is a vital period for a young manto shape his worldview，1 was sent to a Dai village to be re-edueated by the SO．called“poor and lower middle peasants”．As aneducated youth，I lived and laboured with the villagers like a real peasant，as a member of their community．During that period Ilearned to speak Dai language fluently．Unfortunately I tried but was unsuccessful in acquiring Dai written script．However，1 waslucky enoush to be a part-time peasant-teacher for one year．That experience enabled me to have access to the Aini pupils whose commanities resided at the nearby hillsides around the Dai villages．These two nationalities are familiar to me．They bear both similarities and differences in their means of living and ways of knowing．

The second mason is that when I became a middle schoolteacher of English，1 was assigned to teach in a county of Xishuangbanna for two years．There I taught mainly the Dai andthe Aini students whom I loved very much，and developed a very good relationship with them．Many of them still keep in corre spondenee with me and keep me informed of their lives．

本書是由我攻讀澳大利亞拉籌伯（La Trobe）大學教育學博士學位的學位論文稍加改編而成。

我的博士學位的取得以及這本書能夠付梓印刷得到了各級領導和相關行政部門的大力扶持。在我攻讀博士學位期間，得到了雲南師範大學及其外語學院在學費、工作條件等方面的支持和幫助，為我解決了很多後顧之憂。中國國家留學基金管理委員會於2002-2003年全額資助我赴澳大利亞拉籌伯大學留學。雲南省教育廳將本課題列為其科研項目之一給予資助。雲南師範大學外語學院又於2006年底為我赴澳大利亞提供部分旅費。雲南省教育廳高校學術著作出版基金資助出版這本書。作為良師益友，曲靖師範學院副院長原一川博士在我的攻博學路上給予了許多建議和幫助。雲南教育科學研究所的付金芝教授為我學習SPSS軟體不辭辛勞、認真講解。上述事實一再說明沒有上級領導和相關學者的關心、支持和幫助，就不會有這本書的誕生。

本書寫作的初衷是：在構建和諧社會的主旋律下，面對雲南省多民族的特點，對少數民族語言、文化傳統的保存問題進行探索，特別對少數民族語言學習特點進行系統的原創性實證研究。我國對少數民族實施雙語教育從理論到實踐都有了一套成熟的體系，但對少數民族從雙語向三語（外語）教育的過渡轉換、中介語的形成過程、雙語向三語（外語）。

The United Nations Deeade of Education for Sustainable Development，which began in 2005 and runs to 2014，was established to promote a commitment to education that works optimistically and with moral responsibility towards a future for all by valuing diverse ways of knowing．The appearance of this volume based on research about the diversity of ways of language learning in Xishuangbanna by ethnic minority students makes a contribution to this international endeavour of education for sustainable development．The ethnic minofty peoples of Asia inhabit resource rich areas of bio-diversity and through their cultures they present US a variety of cultural ways of interacting with this biodiversity，which they have generally done in a responsibly SUStainable way．In SO doing they extend our knowledge of our natural heritage，as well as our cultural knowledge．

The research on which this book is based investigates the language learning experiences of Dai and Hani students in Xishuangbanna，who represent the majority of the indigenous peoples of this region．Typically these students are expected to learn at least three languages and be trilingual in order to succeed in their own local communities，the broader national economic community and to partake in communication in worldwide society．