多元文化背景下马来西亚幼儿园华文教学的现状与优化路径 Current Status and Optimisation Paths of ChineseLanguage Teaching in Malaysian Kindergartensunder a Multicultural Context

Abstract

As a multi-ethnic nation, Malaysia preserves a diverse landscape of indigenous languages and vernacular school systems. Driven by globalisation, there is a growing demand for early childhood language learning, leading many private kindergartens to offer a trilingual curriculum featuring Malay, English, and Chinese. While popular, this trilingual setting requires teachers to manage classrooms where children possess highly varied levels of language proficiency. The unique nature of the Chinese language with its complex tones and the intricate relationship between its written form, sound, and meaning further increases the difficulty of instruction. Using the method of literature analysis, this study examines the current state of Chinese language teaching in Malaysian kindergartens through three lenses: teacher qualifications, curriculum, and teaching practices. By evaluating the strengths and weaknesses of existing practices, the research offers practical recommendations for improvement. The goal of this study is to provide a clear roadmap for the sustainable development of early childhood Chinese education in Malaysia. Ultimately, this ensures that teaching practices adapt to modern needs while supporting the preservation of the Chinese language and the prosperity of a multicultural society.

马来西亚作为多元族群的国家，各族群拥有自己的语言与源流学校。随着国际化趋势，许多父母希望孩子从小开始学习不同语言。大部分私立幼儿园因提供马来语、英语、华语，三语学习而备受家长欢迎。这使得在私立学校幼儿园的班级中，教师需面对语言能力差异性大的情境。此外，华文具备声调复杂性与形、音、义的特色，进一步提升了教师的教学挑战。本研究旨在通过文献分析法，从师资、课程与教学三个层面了解幼儿园华文教学的现状。针对现状，分析其优势与不足，并进一步提出可改进之建议。研究结果希望为马来西亚幼儿园华文教学的可持续发展提供实际可操作的参考依据，确保它能更好地适应时代需求，为华文传承与多元文化繁荣贡献力量。