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Roland Naguydem Mabiala

Beijing Foreign Studies University, China

 

Abstract

CLIL is an essential educational approach for acquiring academic knowledge and linguistic skills. Most research indicates that the implementation of such an approach often raises challenges, notably for teachers, teaching materials, and teaching methods, mainly in non-African countries. In contrast, fewer research findings have been identified in African contexts, especially those using Chinese as an instructional language at the tertiary education level. To fill these gaps, this study analysed the “three teaching” issues—teachers, materials and methods when CongoBrazzaville establishes the Chinese language and literature school using Chinese as a hard CLIL medium. Through a documentary research method, focused on secondary data analysis, the research findings revealed that this future school would face well-trained issues of teachers, due to the limited number of pre-service teachers enrolled in doctoral studies. To alleviate this, the inclusion of less-trained pre-service teachers might be necessary, but they would face a lack of systematic, theoretical, and academic knowledge, mainly research-based academic. This might increase the workload of well-trained teachers. The findings also found that this future school would be exempt from teaching materials and methods. While the future teachers would be welltrained, they could develop some suitable materials and implement some practical pedagogical methods. But these teachers could not guarantee the availability and accessibility of those resources. The findings of this study have implications in deepening the understanding of CLIL beyond the conventional geographical regions. Concurrently, it enhances the promotion of the Chinese language education.

 

Keywords

“Three-Teaching” issues, Chinese as a foreign language, Congo-Brazzaville universities, Chinese language and literature schools, CLIL, pre-service teachers

 

刚果（布）高校对外汉语教学实践中的“三教” 问题： CLIL 视角

马夏渔

北京外国语大学，中国

 

摘要

内容整合式语言学习（ CLIL）是获取学术知识和语言技能的重要教育方法。多数研究表明，这种教育模式的实施往往面临诸多挑战，尤其体现在教师、教材和教学方法方面，这种情况在非非洲国家更为突出。相比之下，针对非洲语境的研究成果较为匮乏，尤其缺乏高等教育阶段采用中文作为教学语言的实践案例。为填补这一空白，本研究以刚果（布）创办中文语言文学学校为案例，深入剖析了该校采用中文作为硬（ hard CLIL）媒介时面临的“三教” 问题——教师培养、教材开发与教学方法创新。通过以二手数据分析为重点的文献研究方法，研究发现这所未来学院将面临师资培养不足的问题，原因在于攻读博士学位的预备教师数量有限。为缓解此困境，可能需要吸纳培训程度较低的预备教师，但他们将面临系统性、理论性及学术知识，特别是研究型学术知识的匮乏。这可能增加高素质教师的工作负担。研究结果还发现，这所未来学院将不受教材和教学方法的限制。虽然未来的教师将接受良好培训，他们可以开发一些合适的教材并实施一些实用的教学方法。但这些教师无法保证这些资源的可用性和可获取性。本研究的发现有助于深化对跨学科整合式语言学习（ CLIL）的理解，超越传统的地域限制。同时，它也促进了汉语教育的推动。

 

关键词

“三教” 问题，刚果（布） 大学， 国际中文教育， 中国语言文学学院， 跨学科整合式语言学习（CLIL） ， 预备教师