Journal of Language Situation and Language Service
JLSLS, Vol. 1, No. 2, 2025, pp.241-259.
Print ISSN: 3078-3755; Online ISSN: 3104-5065
Journal homepage: https://www.lslsjournal.com
DOI：Https://doi.org/10.64058/JLSLS.25.2.06
话语与实践的共构：英国中文教育语言政策的能动性研究
陈纪宁（Chen Jining），王璇(Wang Xuan)
摘要：能动性是语言政策与规划研究的重要理论视角。英国中文教育语言政策在宏观、中观与微观三个层面存在能动性转化机制。通过语言政策民族志方法，本研究揭示了英国中文教育语言政策在多层级互动中的动态协商过程。在宏观层面，考试大纲、地区语言教育政策、欧洲语言标准与中国标准共同构成了中文教育的宏观话语环境，确立了中文教育在英国外语教育体系中的课程地位与发展方向。在中观层面，大学、中学、小学与华文学校等机构在课程设置、师资配置和教材选择等方面发挥语言教育政策的中介性调节作用。在微观层面，中文教师通过课堂设计、教材改编和数字资源等灵活的教学实践，将抽象的外语教育政策和教学规范转化为具体的中文学习体验，从而创造事实上的语言政策。在英国多语与多元文化交融的社会中，中文教育语言政策呈现出适应性、动态性和涌现性特征。未来，国际中文教育应当在保持标准化参照的同时，倡导统一的核心理念，即多语共存与跨文化理解的培养，以此作为不同场域中文教育实践的共同价值支点，并提升教育管理者和教师在语言教育政策中的参与度。
关键词：国际中文教育；英国；语言政策；能动性；多语主义
作者简介：陈纪宁，北京语言大学语言科学与资源学院博士研究生，研究方向：国际中文教育、语言政策，电邮：chenjining0908@163.com。王璇，英国卡迪夫大学现代语言学院副教授，研究方向：国际中文教育、社会语言学。电邮：WangX154@cardiff.ac.uk。
Title: Co-constructing Discourse and Practice: An Agency-Oriented Study of Chinese Language Education Policy in Britain
Abstract：Agency provides an important theoretical lens for researching language policy and planning. The Chinese language education policy in Britain provides a case in point, showing how language policy is simultaneously shaped and diversified by agentive mechanisms through relevant educational discourses and practices across the macro, meso, and micro levels. Drawing on an ethnographic approach, this study reveals the dynamic processes of negotiation and adaptation in the multi-level implementation of Chinese language education policy. At the macro level, examination syllabi, regional education policies, European language standards, and standards set by China collectively construct the discursive environment, establishing the curricular status and developmental trajectory of Chinese within the British context of modern foreign language education. At the meso level, educational institutions such as universities, secondary schools, primary schools, and community Chinese schools act as mediators, adjusting policy through curriculum design, teacher deployment, and textbook selection. At the micro level, Chinese language teachers exercise agency by adapting curricula, modifying teaching materials, and integrating digital resources, thereby translating abstract policy frameworks into concrete classroom practices and lived learning experiences. Within the multilingual and multicultural context of Britain, Chinese language education policy exhibits features of adaptability, dynamism, and emergence. Looking ahead, the future of global Chinese education lies in balancing standardization with the advocacy of shared core principles, particularly multilingual coexistence and the cultivation of intercultural understanding, while enhancing the active participation of educational administrators and teachers in policy processes.
Keywords：International Chinese Education; Britain; Language Policy; Agency; Multilingualism
Author Biography: Chen Jining, Phd Candidate,Faculty Of Linguistic Sciences And Resources,Beijing Language And Culture University.Research Interests: International Chinese Language Education,Language Policy, Email: Chenjining0908@163.Com。
Wang Xuan, Associate Professor, School Of Modern Languages,Cardiff University. Research Interests: International Chinese Language Education,Sociolinguistics，Email: Wangx154@Cardiff.Ac.Uk.
Received: 30 Sep 2025 / Revised: 10 Oct 2025 / Accepted: 30 Oct 2025 / Published online: 30 Dec 2025 / Print published: 30 Dec 2025.
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