如何走好每一「步」？：落實「中國語文課程第二語言學習架構」的挑戰

有鑒於香港非華語學生的中文學習需要，教育當局先後編訂《中國語文課程補充指引 (非華語學生) 》(2008) 及「中國語文課程第二語言學習架構」(下稱「第二語言架構」 (2014) ，以指導學校教學。課程文件擬定教學宗旨、目標、學習成果及示例，本來是教師重要的參考指標。然而，由於上述文件均以「落實中國語文課程的原則、策略和建議」為前提，而「中國語文課程」卻是以中文為母語教學的課程，要在教授以中文為第二語言的非華語學生時貫徹相同的課程精神，教師往往困惑不已。
「第二語言架構」強調以「小步子」原則為非華語學生擬定中文學習成果，本文嘗試審視這些成果及相關的說明示例，以檢討落實中國語文課程的原則、策略和建議的挑戰，並藉此探討如何設計教學，才能一如當局預期，讓以中文為第二語言的非華語學生儘早「融入主流中文課堂」。
In view of the Chinese language learning needs of non-Chinese speaking students in Hong Kong, the Education Bureau has compiled the Supplementary Guide to the Chinese Language Curriculum for Non-Chinese Speaking Students (2008) and the “Chinese Language Curriculum Second Language Learning Framework” (hereinafter referred to as the “Second Language Framework”) (2014) to provide guidelines for practices in schools. The programme documents define the aims and objectives of teaching, learning outcomes and exemplars, which should be important references for teachers. However, with an ultimate goal to “fulfil the principles, strategies and recommendations for the implementation of the Chinese Language Curriculum” and the Chinese Language Curriculum meant to be a Chinese as the first language curriculum, teachers are often confused by the requirements of following the guidelines of teaching Chinese as a first language to teach non-Chinese speaking students to whom Chinese is a second language.
The “Second Language Framework” emphasizes taking a “small step” approach in the development of Chinese learning outcomes for non-Chinese speaking students. By scrutinizing these outcomes and respective exemplars, this paper attempts to review the challenges of implementing the principles, strategies and recommendations of the Chinese Language Curriculum, and to explore effective instructional designs forfacilitating non-Chinese speaking students to “integrate into the mainstream Chinese classroom” the soonest as expected by the authorities. Copyright © 2019 商務印書館（香港）有限公司.