比利時法語區高等教育華語教學現況研究

Abstract

比利時以多語言與多文化社會著稱，其語言政策深受歷史、政治與社群結構影響，進而形成荷語、法語與德語三大語言社群並存之教育體系。在全球化與亞洲語言學習需求增加的背景下，華語教育亦逐漸於比利時高等教育體系中發展。其中，比利時法語社群的大學自二十世紀後期起陸續設立中文相關課程與系所，華語教育逐步由語言選修課程擴展至結合漢學、區域研究與跨文化交流之教學模式。然而，法語區高等教育中的華語教育仍面臨資源配置、課程規劃與教學實踐等多重挑戰，因此本研究旨在探討比利時法語區高等教育華語教學之現況。 本研究採用質性研究方法，以半結構式訪談與內容分析法進行資料蒐集與分析。研究對象包括比利時法語區設有中文相關系所之三所大學，分別為布魯塞爾自由大學（L'Université Libre de Bruxelles）、法語區魯汶大學（L'UCLouvain）與列日大學（Université de Liège）。研究透過訪談華語教師與補充相關的官方文件瞭解各校中文課程之設置、教學目標、教材使用、學習評量方式以及政府與校方資源投入情形，並進一步分析比利時法語社群華語教育之整體發展現況與限制。 研究結果顯示，比利時法語社群高等教育中的華語文教育主要面臨四項主要問題與華語教育市場規模小的現象。其中，四項主要問題包括：（1）中文課程課時數不足；（2）政府教育資源分配不均；（3）學生中文能力與系所設定之教學目標不一定能完全達成；以及（4）人工智能的發展對翻譯相關科系所帶來之衝擊。 基於上述研究結果，本研究提出對比利時法語區華語教育政策與教學實務之建議。在課程與教學方面，由於中文課時有限，教師應視學生的學習進程與語言能力發展情況，循序漸進地提高目標語作為課堂語言之使用比例，以增加學生接觸目標語的機會；此舉有助於鼓勵學生在課堂中更多地使用中文，進而彌補課時不足所造成的學習限制。在教材與學習資源方面，建議增加補充性教學資源，例如編製法語學習者常見錯誤詞彙表、強化中文與法語之語法對比分析，以及融入比利時在地生活情境，以提升學習者之理解與應用能力。在政策與制度方面，則建議推動中文師資培訓課程，以強化華語教師之專業發展與教學支持。期望本研究能作為未來比利時法語社群華語教育研究與政策規劃之參考，並對當地華語教育之發展提供具體貢獻。

Belgium is well known for its multilingual and multicultural society. Its language policies have been deeply shaped by historical, political, and community structures, gradually forming an educational system composed of three major language communities: Dutch-speaking, French-speaking, and German-speaking. Against the backdrop of globalization and the growing demand for Asian language learning, Chinese language education has gradually developed in Belgium’s higher education system. Since the late twentieth century, universities in the French-speaking community of Belgium have established Chinese-related programs and departments. Chinese language education has gradually expanded from elective language courses to teaching models integrating Sinology, regional studies, and intercultural communication. Nevertheless, Chinese language education in higher education institutions in the French-speaking community faces multiple challenges in terms of resource allocation, curriculum planning, and teaching practices. Therefore, this study aims to investigate the current situation of Chinese language education in higher education institutions in the French-speaking community of Belgium. This study adopts a qualitative research approach, employing semi-structured interviews and content analysis for data collection and analysis. The research subjects include three universities in the French-speaking region of Belgium that offer Chinese-related programs: L'Université Libre de Bruxelles, UCLouvain, and the Université de Liège. Through interviews with Chinese language teachers and supplementary document analysis, this study examines the curriculum design, teaching objectives, teaching materials, assessment methods, and the allocation of governmental and institutional resources for Chinese language programs at these universities. Furthermore, the study analyzes the overall development and limitations of Chinese language education in the French-speaking community of Belgium. The findings indicate that Chinese language education in higher education institutions within the French-speaking community of Belgium faces four major issues as well as the phenomenon of a relatively small Chinese language education market. The four major issues include: (1) insufficient instructional hours for Chinese language courses; (2) unequal distribution of governmental educational resources; (3) the gap between students' Chinese language proficiency and the instructional objectives established by the department; and (4) the impact of artificial intelligence technologies on translation-related programs. Based on these findings, this study proposes several recommendations for Chinese language education policy and teaching practices in the French-speaking region of Belgium. In terms of curriculum and pedagogy, because of the limited hours for Chinese language courses, teachers should increase the use of Chinese as the medium of classroom instruction in order to provide students with more opportunities for exposure to the target language. This practice can encourage students to use Chinese more frequently in class, thereby compensating for the learning constraints imposed by insufficient instructional time. Regarding teaching materials and learning resources, supplementary materials should be developed, such as the common errors made by French-speaking learners, enhanced comparative analyses between Chinese and French grammar, and the incorporation of local Belgian cultural and daily-life contexts to improve learners’ comprehension and application abilities. In terms of policy and institutional support, this study recommends promoting Chinese teacher training programs to strengthen teachers’ professional development and instructional support. It is hoped that this research can serve as a reference for future studies and policy planning concerning Chinese language education in the French-speaking community of Belgium and contribute to the development of Chinese language education in the region.