Optimal Use of L1 and L2 in Teaching Chinese to Sri Lankan Students: Approaches and Challenges

Noel Dassanayake
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引用次数: 2

Abstract

Traditional perspectives on monolingual education and total immersion have been substituted by more novel approaches to multilingual education such as translanguaging and partial immersion where the learners’ language repertoire is paid adequate respect. The present study investigates the role of L1 and L2 in teaching Chinese in Sri Lanka using 42 adult Chinese language learners in Sri Lanka as informants and a structured questionnaire was used as the main data collection tool. The informants have a highly divided perspective towards the use of L1 and L2 in the classroom. Most students have favored English instruction considering its efficacy in career prospects and Sinhala for convenience of comprehension. Considering the existing situation of Chinese language textbooks, language policy, and recent trends in multilingualism in Sri Lanka, total immersion is less likely to bring optimal effectiveness in teaching Chinese. The present study suggests that partial immersion and translanguaging would be more constructive for Sri Lankan students if cautiously handled with less hindrance to the delivery of target language content and its accuracy. A multilingual approach would, on one hand, offer a safe space for students to communicate while penetrating cross-cultural barriers through cultivation of culture-sensitivity.
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在斯里兰卡学生汉语教学中,最佳地运用L1和L2:方法和挑战
传统的单语教育和全浸入式教学已经被更新颖的多语教育方法所取代,如跨语言和部分浸入式教学,在这些方法中,学习者的语言技能得到了充分的尊重。本研究以42名斯里兰卡成年汉语学习者为调查对象,采用结构化问卷作为主要数据收集工具,调查了母语和第二语言在斯里兰卡汉语教学中的作用。被调查者对在课堂上使用第一语言和第二语言的观点有很大的分歧。大多数学生喜欢英语教学,因为它对职业前景的影响,而僧伽罗语是为了方便理解。考虑到斯里兰卡汉语教材的现状、语言政策和多语化的最新趋势,完全浸入式教学不太可能带来最佳的汉语教学效果。本研究表明,如果处理得当,减少对目标语言内容的传递及其准确性的阻碍,部分浸入式和翻译语言对斯里兰卡学生来说将更有建设性。多语言教学一方面为学生提供安全的交流空间,另一方面通过培养文化敏感性,突破跨文化障碍。
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10
审稿时长
4 weeks
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