语言、权力与教育不平等－外来务工人员子女学校生活语言的定性研究

Language, Power and Education Inequality: Qualitative Research on the Migrant Children's Language in School

通过对外来务工人员子女的学校生活语言以及学校语言标准的对比分析发现，相较于城市中上层家庭的儿童，外来务工人员子女的“语言习性”具有以下特征：语言词汇拮据，语言思维现实化和散点化，语言构思平直，与学校教育所要求的语言词汇的“标准”与“优美”、语言思维的“清晰”与“生动”，以及语言构思的“新颖”与“独特”等“语言习性”之间存在较大差距，进而造成外来务工子女在学习过程中的困难加剧。如何针对外来务工人员子女制定语言教育政策，如何从政策上保证外来务工人员子女教育过程的平等，应成为教育政策制定者和理论研究者引起重视和亟待解决的问题。

Through qualitative analysis of language of migrant children and standard language in education, this study found that, compared with children from urban families, migrant children's“language habits”have the following characteristics: the vocabulary was small; the language thinking was realistic and scattered; and the language structure was straight. These are quite different from the language required in school education, that is, the words used in language should be“standard”and“beautiful”; language thinking should be“clear”and“vivid”and language structure should be “innovative”and“distinct”. These differences caused more difficulties for the migrant children in the learning process. Therefore, policy makers and theoretical researchers should pay more attention to how to establish language education policy for migrant children, and how to ensure the education equity for migrant children through policy.