A Typological Analysis of Chinese Heritage Language Programs at Universities in North America and Oceania

北美紐澳大學華裔中文傳承教育類型分析

10.29748/TJCSL.201706_(14).0001

黃克文(Karen Huang)

Chinese ； heritage language ； higher education ； program curriculum ； language education ； 華語 ； 傳承語言 ； 高等教育 ； 課程 ； 語言教育

臺灣華語教學研究

14期（2017 / 06 / 01）

3 - 28

英文

With a growing number of Chinese immigrants around the world, more and more heritage language learners want to learn Chinese at universities in their settling country. It has been widely accepted that the heritage language learners should receive separate curricula because their needs are different from the Chinese as a foreign language (CFL) learners. However, programs do not always have enough resources to offer a separate instruction for the heritage language learners. There is a need to bridge the gap between theory and practice. This study examines 39 Chinese programs from the top 150 universities in Modern languages in North America and Oceania. Based on the data, a typology of the Chinese heritage language programs is presented. Further analyses illustrate that 77% of the investigated top universities offer heritage courses. However, there seems to be a regional difference between North America and Oceania. Furthermore, the complexity of heritage programs is correlated to Asian/Chinese demographics in the universities or the regions. The university structure and student demographics play an important role in program curricula. Based on these findings, further recommendations are proposed to assist a program to develop its heritage language track in a realistic manner.

隨著海外華人移民增加，愈來愈多華裔學生希望在當地大學學習中文。由於華裔學生學習需求與其他學生不同，分開設置華裔班獲得教育界廣泛認可，然而理想與實際之間差距不小，並非所有中文項目都有能力另外開班。本研究調查美加紐澳共三十九個、在現代外語領域世界排名前一百五十名的中文項目，根據其華裔教學課程做類型學分析。結果發現其中77%設有華裔班，其設置與否、課程完整度與地區及亞裔或華裔的比例相關，華裔班的開設顯然受大學學制與學生族群影響。本研究進而對期望發展其華裔課程的中文系，斟酌實際並提出建議。

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