Çin’deki Azınlıklar için 20. yy. İki Dilli Eğitim Politikaları Üzerine Bir İnceleme

Year 2021, , 49 - 62, 07.06.2021

Çile Maden Kalkan

https://doi.org/10.21497/sefad.943874

Cited By: 1

Abstract

Kaynağını toplumbilim ve dilbilimden alan iki dillilik, özellikle de dilbilimin hızla gelişen karmaşık bir alanıdır. Çin dilinin zorluğu uzun yıllar boyunca dilin sürekli olarak hükümet tarafından sadeleştirilmesi çalışmalarını da beraberinde getirmiştir ancak dilin bu sadeleştirme hareketi, kırsal kesimlerdeki azınlıklar için durumu daha zor bir hale getirmiştir. Bu çalışmanın amacı; iki dillilik ve bunun olumlu-olumsuz sonuçlarını Çin’deki azınlıklar üzerinden değerlendirmektir. Çalışmada, tarihsel süreç içerisinde hükümetin eğitim-öğretimde aldığı karar ve yasalara başvurulmuştur. Hükümetin bu konudaki tutumunun yanı sıra Çinli bilim insanlarının iki dilli eğitime bakış açıları araştırılıp, iki dilli eğitim politikaları ve bunların Çin azınlık okullarında uygulanması incelenmiştir. Bu çalışmada; dar anlamda azınlıklar için kendi dillerine ek olarak ikinci bir dilin ortaya çıktığı ve bu süreçteki zorlukların hükümetin eğitim politikalarıyla desteklenerek giderilmeye çalışıldığı; geniş anlamda ise toplumda pasif gruplar için çok dilli eğitim, baskın gruplar için de çok kültürlü eğitimin iki yönlü işlevselleştirilmesi gerektiği sonucuna varılmıştır.

Keywords

Çin, iki dilli, iki dillilik, azınlıklar, eğitim politikaları

A Study of Bilingual Education Policies for Minorities in China in the 20th Century

Abstract

Bilingualism, which derives its origins from sociology and linguistics, is a rapidly developing and complex field of linguistics in particular. The diffuculty of the Chinese language has led to the constant government simplification of the language for many years, but this simplification of the language has made the situation more difficult for minorities in rural areas. The aim of this study is, to evaluate bilingualism and its positive and negative consequences over minorities in China. In the study, the decisions and laws of the government during the historical process were used. In addition to the attitude of the government on this issue, the perspectives of Chinese scholars on bilingual education were investigated, and bilingual education policies and their implementation in Chinese minority schools were examined. In this study in a narrow sense, a second language emerged for minorities in addition to their own and the difficulties in this process were tried to be overcome by supporting the government’s education policies; in a broad sense, it was concluded that multilingual education for passive groups in society and multicultural education for dominant groups should be functionalized in two ways.

Keywords

China, bilingual, bilingualism, minorities, education policies

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