Journal of Chinese Language Education and Evaluation
JCLEE, Vol. 2, No. 1, 2026, pp.1-13.
Print ISSN: 3078-283X; Online ISSN: 3104-5030
Journal homepage: https://www.cleejournal.com
DOI：https://doi.org/10.64058/jc1ee260101ttfac
宋培（Tommaso Pellin），俞也荻（Yu Yedi）
摘要：随着意大利华人社区的持续发展，华裔传承语言学校已成为面向移民背景学生教育格局中的重要组成部分。这些学校不仅承担着华裔传承语的教学与维系功能，也深刻影响着学生的双语发展路径及认知与学业成长。本文依托PRIN 2022 PNRR ECCO-Italy（意大利华裔子女教育）项目的研究成果，通过访谈、观察与文献分析等方法，对意大利华文学校的发展历程与教学材料的使用进行了系统梳理与分析。研究将意大利华文学校划分为第一代（1990年代末至2000年代初）与第二代（2007–2019年）两个发展阶段，揭示出教材选用从多元走向集中的演变趋势。第一代学校在《中文》《汉语》《语文》等教材的选择上呈现出多样化路径；而第二代学校则日益趋向采用中国国内统编《语文》教材，其动因不仅在于教材的系统性与权威性，更与家庭的期待、跨国教育衔接的需要以及“同步”原则密切相关。新冠疫情期间，线上教学迅速发展，进一步强化了《语文》教材的主导地位，也推动了华文教育向数字化、平台化转型。研究表明，意大利华文教育正处在一个由“本土化”与“标准化”共同塑造的动态平衡之中，教材的选择不仅是教学层面的决策，更反映了社会认同、文化传承与跨国教育战略的深层逻辑。
关键词：华裔传承语言学校；华文教育；教材研究；《语文》；本土化；意大利
作者简介：宋培林（通讯作者），意大利博洛尼亚大学副教授，研究方向：中国语言政策，国际汉语教育。电邮：tommaso.pellin@unibo.it。俞也荻，意大利博洛尼亚大学兼职教授，研究方向：二语习得。电邮：yedi.yu2@unibo.it。本文系两位作者合作完成。作者一负责引言及第1、2、3部分的撰写，作者二负责第4、5、6部分的撰写，结论部分由两位作者共同完成。文章整体框架设计、研究思路形成、资料分析、观点阐释及最终定稿均由两位作者共同参与完成。
Title: Teaching Materials and Pedagogical Practices in Chinese Heritage Languages Schools in Italy: An Analysis Based on the ECCO-Italy Project
Abstract: As the Italian Chinese community continues to grow, Chinese heritage language schools have become an important component of the educational landscape for students with immigrant backgrounds. These schools not only undertake the teaching and maintenance of the Chinese heritage language, but also profoundly influence students' bilingual development trajectories and their cognitive and academic growth. Drawing on the findings of the PRIN 2022 PNRR ECCO-Italy (Education of Children of Chinese Origin in Italy) project, and employing methods including interviews, observation, and document analysis, this paper systematically examines and analyses the historical development of Chinese-language schools in Italy and the use of teaching materials within them. The study divides Italian Chinese-language schools into two developmental phases—the first generation (late 1990s to early 2000s) and the second generation (2007-2019)—revealing an evolutionary trend in textbook selection from diversity toward consolidation. First-generation schools displayed a variety of approaches in their choice of textbooks, including Zhongwen, Hanyu, and Yuwen; whereas second-generation schools have increasingly gravitated toward the nationally unified Yuwen textbook used in mainland China, motivated not only by its systematic nature and authority, but also by family expectations, the need for transnational educational alignment, and the principle of “synchronisation.” During the COVID-19 pandemic, the rapid expansion of online teaching further reinforced the dominant position of the Yuwen textbook, while also driving a shift in Chinese-language education toward digitalisation and platform-based delivery. The study finds that Chinese-language education in Italy is situated within a dynamic equilibrium shaped by both “ocalisation” and “standardisation,” and that textbook selection represents not merely a pedagogical decision, but a reflection of the deeper logics of social identity, cultural transmission, and transnational educational strategy.
Keywords: Chinese heritage language schools; Chinese-language education; textbook research; Yuwen; localisation; Italy
Author Biographies: Tommaso Pellin (Corresponding Author) ，is an associate professor at the University of Bologna, Italy; his research interests lie in China’s language policy and planning and in international education of Chinese. E-mail: tommaso.pellin@unibo.it. Yu Yedi is an adjunct professor at the University of Bologna, Italy. Her research interests lie in second language acquisition. E-mail:yedi.yu2@unibo.it. This article was jointly developed by both authors. Author 1 drafted the Introduction and Sections 1–3, while Author 2 drafted Sections 4–6. The Conclusion was written collaboratively. The study design, data analysis, interpretation of results, and final manuscript preparation were undertaken jointly by both authors.
Received: 01 Apr 2026 / Revised: 12 Apr 2026 / Accepted: 22 Apr 2026 / Published online: 30 Apr 2026 / Print published: 30 May 2026.
