A Critical Discourse Analysis of Chinese Herit-age Language Textbooks

華語為族裔語言教材之批判論述分析

本研究旨在透過批判論述分析來揭示華語為族裔語言教材中潛藏的優勢論述（dominant discourse）。藉Fairclough （1989）三層次批判論述分析模式和文本分析方法（2003），解析語言教材文本中期望的意識形態之建構過程；除了發掘教科書中的顯性訊息之外，亦探究語言教材本身所存在的衝突意識形態以及教材可能與美國主流意識形態之間在價值觀上的矛盾。根據分析結果，建議對以華語為族裔語言習者的教學中，宜著重認識兩種價值體系中可能存在的具有衝突的意識形態，並且幫助華語為族裔語言習者穿梭於兩個意識形態中（ideologies）。

This study aimed to uncover the embedded dominant discourses in the Chinese language textbooks for heritage learners from a critical discourse analysis (CDA) perspective. Drawing on Fairclough’s three-dimensional model (1989) and textual analysis (2003), this paper critically examined the ways that the desired cultural values are constructed through the texts. Besides uncovering the dominant discourses hidden in the text, this study identified the conflicting values both within the texts and between the mainstream ideologies that the heritage learners are likely to encounter in mainstream classrooms. This study concluded by providing teaching strategies that utilize the textbooks to raise young Chinese learners’ awareness regarding the potential conflicting ideologies that exist in the two value systems and to assist the learners in navigating between those ideologies.