作者：
Peh Chieh Yin 白洁尹

中文题目：
《两扇窗，一个世界：比较语言探究作为高小华文跨文化素养培育策略的行动研究》

英文题目：
Two Windows, One World: An Action Research Study on Comparative Linguistic Inquiry for Developing Cross-Cultural Literacy in Upper Primary Chinese Language Education

简介：
Bilingual education is a cornerstone of the Singapore education system. Its impact extends far beyond linguistic proficiency, profoundly shaping students' cultural identity and civic literacy. In this context, the Chinese Language (CL) classroom serves not only as a space for linguistic instruction but as a critical platform for implementing the Ministry of Education’s 21st Century Competencies (e21CC) framework—specifically the domains of Civic Literacy, Global Awareness, and Cross-Cultural Skills. This paper proposes a theory-grounded framework—Comparative Linguistic Inquiry (CLI)—designed as a pedagogical strategy for upper primary students with mid-level language proficiency. It aims to foster the synergistic development of linguistic competence and intercultural understanding. The theoretical foundation of this framework is rooted in the concept of "Detour and Access" (Le Détour et l’Accès) proposed by French philosopher Fran?ois Jullien. Jullien elucidates the fundamental distinction between the Chinese rhetorical tradition—which tends to "indicate" meaning through allusive and contextual modes—and the Western tradition of "definitional language" characterized by directness. Leveraging this insight, this study empowers students to discern civilizational nuances through a bilingual lens, while providing educators with a philosophical framework to reconstruct language pedagogy. Structured around the W.I.S.E. instructional sequence (Wonder, Inquiry, Sense-making, and Expression), the framework guides students through similarity-difference matrices, Socratic discussions, and reflective writing. These activities facilitate structural, semantic, and historical comparisons between Chinese idioms and their English near-equivalents. The SALIS chatbot is integrated into the sequence to provide real-time, dialogic cognitive support for students' comparative inquiries. This paper contends that when Comparative Linguistic Inquiry is underpinned by Jullien’s theoretical framework and supported by the W.I.S.E. sequence, linguistic comparison transcends surface-level exercises and evolves into an authentic act of intercultural understanding, effectively addressing the mandates of e21CC. By integrating practical examples from upper primary CL classrooms, this paper demonstrates the implementation of the framework, offering a reference-ready pedagogical model for bilingual education practitioners.

返回