摘要
相较于出生于移居国的第二代移民,童年或青少年时期随父母移居的1.5代移民普遍面临祖语退化与文化认同重构的双重挑战,移民时年龄对语言社会化路径的影响尚缺系统探讨。本研究聚焦4—13岁随迁澳大利亚的1.5代华裔,基于祖语传承关键期假设,引入“时间-空间-身份”三维模型,探讨不同年龄组如何通过时空交互作用塑造双语能力及其认同路径。通过对25名青少年及其家长的问卷、访谈、田野观察和写作样本等数据的分析,发现:4—7岁年龄组普遍经历汉语系统性退化和“澳大利亚主导”的单向认同;8—10岁年龄组保留汉语基础口语能力,但读写能力断崖式下跌,文化认同呈“工具化”取向;11—13岁年龄组汉语口语流利但学术汉语缺失,形成“生活汉语/学术英语”的功能分区,族裔认同明确,同时存在身份重构现象。总体上看,1.5代华裔移民呈现显著“年龄梯度效应”。对此,我们提出“抢救型—过渡型—整合型”的祖语教育干预框架,并构建了基于移民年龄分段的语言-认同发展模型,为海外中文教育实践提供理论支撑与策略启示。
Abstract
Compared with second-generation immigrants born in the host country, the so-called 1.5 generation immigrants—those who migrate during childhood or early adolescence with their parents—generally face the dual challenges of heritage language attrition and the reconstruction cultural identities. This study focuses on 1.5-generation Chinese immigrants who moved to Australia between the ages of 4 and 13. Drawing on the critical period hypothesis and a “time–space–identity” model, it examines how age at migration shapes distinct language trajectories and identity formations through spatiotemporal interaction. Based on data collected from 25 adolescents and their parents through family questionnaires, interviews, ethnographic observations, and voluntarily provided written materials, the study reveals: (1) Children who migrated between ages 4 and 7 typically undergo systematic attrition of Chinese and tend toward an Australian dominant, unidirectional identity orientation;
(2) Those who migrated between ages 8 and 10 generally retain basic oral Chinese proficiency but experience a precipitous decline in literacy, accompanied by instrumental orientation of cultural identification; and (3) Adolescents who migrated between ages 11 and 13 demonstrate fluent spoken Chinese but limited academic literacy, resulting in a functional division between “everyday Chinese” and “academic English”, alongside a pronounced ethnic identity and ongoing processes of identity reconstruction. Overall, the findings reveal a clear “age gradient effect” and propose a tiered intervention model—remedial, transitional, and integrative—to support heritage language retention and identity development. This research offers theoretical grounding and policy insights for international Chinese language education in overseas Chinese communities.
关键词
1.5代移民 /
祖语保持 /
文化认同 /
语言关键期 /
时空身份模型
Key words
1.5-generation /
heritage language maintenance /
cultural identity /
critical period hypothesis /
time–space–identity model
王依宁, 张 洁.
澳大利亚华裔1.5代祖语能力分化与文化认同研究[J]. 语言战略研究. 2026, 11(3): 75-87 https://doi.org/10.19689/j.cnki.cn10-1361/h.20260306
Wang Yining and Zhang Jie.
Spatiotemporal Stratification of Heritage Language and Identity among 1.5-Generation Chinese Youth in Australia#br#[J]. Chinese Journal of Language Policy and Planning. 2026, 11(3): 75-87 https://doi.org/10.19689/j.cnki.cn10-1361/h.20260306
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
基金
广西民族大学2023年度引进人才科研启动项目“后疫情时代海外华文教育的挑战、变革和机遇——以澳大利亚华文学校为例”(2023SKQD31)。