從語言定位看越南華人的華語文教育之演變--以胡志明市啟秀華文中心為例

Abstract

最早越南華人可以追溯到明代，甚至更早以前就已來到越南，成為現在越南公民的一部份， 但在一定程度上仍然保留著自己的語言以及文化習俗。 另外， 隨著越南政治的開放、經濟的發展趨勢，越來越多世界華人到越南投資。 華語文教學在越南的興起不僅滿足華人民族的文化傳承需求，也能滿足經濟發展的實際需求。 本研究之目的為從多元面向瞭解越南華人的華語文教育之演變。 先以文獻分析瞭解越南華人的人文關係及越南華人的華語文教育之發展史，了解越南華人華語文教育的語言定位，再以觀察市和訪問越南華人華語文教育機構，本研究就以胡志明市啟秀華文為例，考察華語文教學的現場。 華語作為民族語言的課本，目前只有正式的小學課本，到了中學只能依賴漢語做為外語的教材，或者在華文中心以試讀教材繼續修習。 同時也欠缺語言學習教材的教師手冊或輔助聽力技巧的材料。另外華文師資對現代化的數位教學技巧及教學設備不足，也給越南華人的華語文教育事業未來發展造成阻礙。越南華人的華文教育機構營運方式也被受到影響，華文中心不宜借租普通校舍而須另尋據點運營。 筆者透過瞭解建議越南華人華語文教育的未來發展方向，應該補足從初級到高級的有連接性之華語文教材，並且融入越南語文課本中相當班級的詩歌，增加漢越詞、喃詩中的漢字。 應以多彩多色設計教材， 使教材生動有趣，同時補充教師手冊、 語音、影音等的材料。 改善設施，加強硬體設備，基本學生能有練習聽力的設備或改善教學用具的電腦和投影機。 越南華人的華文中心該同時兼備華語民族語言教育與漢語外語教育兩種不同的教學方式。 著重培訓具有華文教學經驗的華族教師之現代的教學技巧成為重要的師資， 融入華人傳統文藝進到華語教學中，同時聘用年輕教師加入，展開新的教學方式。未來培養具有文化傳承良好而有良好語言程度的華族學生當作越南未來華語文第一或第二外語的有高品質的越南華語文教師隊伍。Along with the open policy on economic development in Vietnam, more and more Chinese merchants from different places come for investment to Vietnam. The importance of Chinese languages increases in the past three decades. The Chinese immigrants who came to Vietnam historically, have settled down in Vietnam though generations. They have become Vietnamese citizens and become parts of Vietnamese population. They have a strong will to preserve their language and culture. The Chinese language education support their wills. The Chinese language education meet the needs to glorify national culture, as Chinese culture is one part of Vietnamese culture, at the same time to meet the practical needs of economic development. The purpose of this study is to understand the evolution of Chinese language education for Vietnamese Chinese from different perspectives. Chinese language education used to be official language education in Vietnam since ancient time, or the “feudal time” in Vietnamese. Overseas Chinese education in the French Period of Vietnam, and foreign language education during the partition period of Vietnam, thereafter Ethnic language education as a Vietnamese citizen minority, and now gradually transformed into foreign language education. The composition of the thesis includes: Humanistic Relations of Vietnamese Chinese; the history of Chinese language education for Vietnamese Chinese people. From a case study on Khai Tu Chinese Center in Ho Chi Minh City, we could see the actual implementation and future development of Chinese language education for Vietnamese Chinese. From document analysis and interview with the relevant people for Chinese language education for Vietnamese Chinese. A case study on Khai Tu Chinese Language Center is conducted in this study. By invertigating teaching materials and teachingmethods used by the center for a better understanding on the nature of Chinese language education. This study concludes that current problems include insufficient and outdated teaching materials, the impact of policies on the operation of Chinese language centers for Chinese, and insufficient funding for education. Chinese language education for Vietnamese Chinese now became parts of national language education as foreign language education on one hand, and as ethnic language education on another hand.