【摘要】 三语教学是英语进入我国民族教育原有的民、汉双语教学体制后产生的一种新兴的教学形态,其实践基础和理论基点都相对薄弱。立足我国民族外语教育的实践,对民族地区外语三语教学理论从课程特征、语言价值和文化追求等视点进行本土化阐释,指出本土化的三语课程具有课程目标多元化、课程组织复杂化和课程资源多样化的特点;就三语教学的语言价值而言,应在对三种语言在课堂话语中的分布、特征、功能和交际效果等进行分析的基础上,加强三种语言间的对比分析研究和对三语教学的规范指导,使三种语言的价值实现最大化;三语教学应构建以本土文化为价值核心,以外语文化为重要要素的多元文化价值观。更多还原

【Abstract】 As a new form of teaching after the foreign language has been introduced into the bilingual education of ethnic minority language and Chinese in ethnic minority areas of China,trilingual education is relatively weak both in theoretical and practical support.Based upon the practice of the EFL education in ethnic minority areas of China,this paper interprets the trilingual education of EFL from three perspectives:curriculum characteristics,linguistic value and cultural pursuit.The trilingual curriculum in ethnic minority areas is characterized by plurality of aims,complexity of organization and variety of resources.As far as the linguistic value is concerned,we should not only make a careful analysis of the distribution,characteristics,functions as well as the communicative effects of the three languages in the classroom discourse,but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education.In the end,it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners’ multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.更多还原