语言权力视角下城市学校农民工子女教育过程不平等探析

Analysis of Educational Process Inequality of Migrant Children in Urban Schools from the Perspective of Language Power

通过对农民工子女和城市孩子在城市学校生活中语言使用情况进行对比分析发现,相较于城市孩子所使用的标准语系统,农民工子女在语音、语汇和语法方面呈现出诸多地域方言特征。由于作为一种象征性权力的语言建构了标准语系统和方言系统之间权势地位的巨大差异,从而造成农民工子女在城市学校教育过程中的不平等。基于此,从多语共处的语言生态学角度出发,提出实现教育过程平等的路径:树立语言文化平等的意识,树立“母言”濒危的文化意识,以及创设平等共处的语言环境。

Through comparative analysis of language use of migrant children and urban children in urban schools,this study found that,compared with the standard language system used by urban children, migrant children's language took on many characteristics of regional dialects in terms of pronunciation,vocabulary and grammar.Language as symbolic power constructed a huge gap in power and influences between the systems of standard language and dialects,which caused educational process inequality of migrant children.Based on this,this study proposes the approach to educational process equity in view of multi-language coexistence of language ecology:to build the awareness of language cultural equality and the cultural awareness of endangered“mother language”,and to create the equal and coexisting language environment.