International Journal of Education
International Journal of Education. 2025; 7: (9) ; 10.12208/j.ije.20250319 .
总浏览量: 132
北京信息科技大学 北京
*通讯作者： SAPARBAEVA AIDAI,单位：北京信息科技大学 北京；
受中国经济一体化和“一带一路”倡议（BRI）的推动，汉语教学全球化步伐加快，吉尔吉斯斯坦已成为中亚地区的战略学习点。作为“一带一路”倡议的重要沿线国家，吉尔吉斯斯坦面临着一些重要的教学问题：汉语的声调和表意特征与吉尔吉斯斯坦的黏着性突厥语（吉尔吉斯语）和字母通用语（俄语）之间存在鲜明对比；此外，比什凯克等大城市与农村社区之间的技术差距也加剧了汉语的可及性。多模式教学将视觉、听觉、动觉和数字媒体的多种功能融合在一起，成为应对这些复杂问题的有效途径。它跨越了语言障碍，通过多种感官途径将学习置于吉尔吉斯斯坦的社会文化背景中（Jewitt，2009；Su，2025）。
Driven by China ' s economic integration and the Belt and Road Initiative (BRI), the global expansion of Chinese-language instruction has accelerated, making Kyrgyzstan a strategic hub for Chinese learning in Central Asia. As a key BRI partner, the country faces acute pedagogical challenges: the stark contrast between Chinese tones and logographs and Kyrgyzstan ' s agglutinative Turkic language (Kyrgyz) and alphabetic lingua franca (Russian), together with a deep urban–rural digital divide that further restricts access to Chinese. Multimodal teaching—integrating visual, auditory, kinesthetic and digital resources—has emerged as an effective response, surmounting linguistic barriers by embedding learning within Kyrgyz socio-cultural contexts through multiple sensory channels (Jewitt, 2009; Su, 2025).
[1] Gibbs, R. W. (2006). Embodiment and cognitive science. Cambridge University Press.
[2] Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. Edward Arnold.
[3] Jewitt, C. (Ed.). (2009). The Routledge handbook of multimodal analysis. Routledge.
[4] Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Arnold.
[5] Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon Press.
[6] Li, Y., & Zhang, Z. (2021). Confucius Institutes’ impact on Chinese education in Central Asia. International Journal of Education, *12*(3), 45–60.
[7] Liu, D., & Liu, X. (2021). Applying multimodal theory to Chinese character pedagogy. Journal of Hubei Open Vocational College, *34*(22), 158–160.
[8] Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
[9] Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.
[10] Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, *11*(2), 129–158. https://doi.org/10.1093/applin/11.2.129
[11] Shen, F. (2025). Teaching Chinese literature through multimodal intercultural frameworks. Science and Education Journal, *7*, 144–147.
[12] State Statistical Committee of Kyrgyzstan. (2023). Population and housing census: Demographic trends.
[13] Su, X. (2025). Multimodal grammar instruction for Kyrgyz learners. Chinese Language and Culture, *8*, 83–85.
[14] Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). Routledge.
[15] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
[16] World Bank. (2024). Digital access gaps in Central Asia: Kyrgyzstan country brief.
https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099409302042326919/p1802520 c28179080b0a8500b2b7f3a5e1f