巴布亚新几内亚（巴新）是世界上语言数量最多、最具种族多样性和民族文化多元性的国家之一，拥有852种本土语言，目前仍在稳定使用的语言有501种。作为太平洋岛国地区第一大国家，巴新是第一个加入我国“一带一路”倡议的太平洋岛国，也是南太平洋蓝色经济通道的重要支点，近年来中国与巴新的经贸合作日益频繁，对良好的语言互动需求也随之增加，了解巴新语言政策与规划的历史与现状既是现实所需也是民心所向。

本研究基于Baldauf（2005）提出的语言政策与规划研究框架，框架包含地位规划、本体规划、习得规划和声望规划四个方面，以及实现这些规划目标的政策手段和培养手段。研究采用历史研究法和文本分析法，系统梳理巴新在殖民时期和现代时期的语言政策与规划演变历程，并从政治、经济和文化角度探讨其演变动因，旨在提炼可供我国语言政策与规划借鉴之处，推动巴新的中文教育传播。

研究发现，从殖民时期至现代时期，在政治、经济与文化三重需求的推动下，巴新的语言政策与规划经历了显著变迁。从政治层面来看，为了促进国家治理、民族团结与社会稳定，语言政策与规划逐渐从殖民语言主导转向多语共存。在地位规划方面，政府确定英语、皮钦语、希里莫图语和手语为官方语言；在本体规划方面，非政府组织主导推动方言正字法和字典的制定和使用；在习得规划方面，正规教育体系逐步纳入方言教学；在声望规划方面，英语声望持续上升。从经济层面来看，为提升国内外交流效率、服务国家现代化建设，语言政策与规划紧密围绕经济发展调整。在地位规划方面，除英语外，皮钦语与希里莫图语在经贸领域的功能日益强化；在本体规划方面，政府对方言本体规划的关注有所减弱；在习得规划方面，语言教育逐步引入中文等外语；在声望规划方面，英语的主导地位依然稳固。从文化层面来看，为了保护和传承语言文化与语言多样性，语言政策实现了从文化殖民到文化复兴的转变。在地位规划方面，方言与官方语言实现和谐共存；在本体规划方面，方言得到更加广泛的传播与发展；在习得规划方面，方言教育增强了社会的方言保护意识；在声望规划方面，方言声望在文化认同中得以维系。总体而言，巴新的语言政策与规划是在政治、经济、文化等多重因素共同作用下不断演化的过程，是巴新在多语言、多民族国家背景下寻求语言平衡与可持续发展的持续努力。

基于研究发现，本研究提出我国语言保护策略以及巴新中文教育推广策略。针对我国方言保护，建议国家关注除少数民族语言以外各地方语言的法律地位，政府部门、教育单位及相关机构应支持并开发方言正字法、字典等资源，教育单位可以在学前及低年级学校引进地方语言教学，培养地方语言教师，鼓励地方各类媒体积极宣传地方语言文化。针对巴新中文教育推广，建议依托孔子学院与巴新地方教育部门和机构合作，推进中文作为第二语言进课堂，资助中文教育及教师培训，融合中巴双方文化开发趣味和实用并存的课程，保障中文教育支持资金用于教学材料购置，与我国企业合作资助现代中文教育资源开发，深入当地社区创造沉浸式中文学习环境，开发除汉语水平测试外的其他中文学习评估方法。

Papua New Guinea (PNG) is one of the most linguistically diverse countries in the world, which has 852 indigenous languages in total and 501 of them are in stable use at present. As the largest country in the Pacific Island region, PNG was the first Pacific Island nation to join China’s Belt and Road Initiative. It also serves as a key hub along the Blue Economy Corridor in the South Pacific. In recent years, economic and trade cooperation between China and PNG has grown increasingly frequent, leading to a rising demand for effective language communication. Therefore, understanding the history and current status of PNG’s LPP is both a practical necessity and a response to the common aspiration of the people of both countries.

This study is based on the framework proposed by Baldauf (2005) for the LPP research, which includes four key components: status planning, corpus planning, acquisition planning, and prestige planning, along with the policy planning and cultivation planning to achieve the LPP goals. Employing historical research and textual analysis methods, the study systematically examines the evolution of the LPP in PNG during both the colonial and modern periods. It also explores the driving forces behind these changes from political, economic, and cultural perspectives, aiming to identify insights that could inform China’s own LPP, and to promote the development of Chinese language education in PNG.

Research indicates that from the colonial period to the modern period, PNG’s LPP have undergone significant transformations driven by political, economic, and cultural imperatives. Politically, in order to promote national governance, ethnic unity, and social stability, the LPP has gradually shifted from colonial language dominance to a multilingual coexistence model. Regarding status planning, English, Tok Pisin, Hiri Motu, and sign language have been recognized as official languages. Regarding corpus planning, vernacular languages’ corpus planning continues to be led primarily by NGOs. Regarding language-in-education planning, vernacular instruction has been gradually integrated into the formal education system. Regarding prestige planning, the prestige of English has continued to rise. Economically, to enhance communication efficiency both domestically and internationally and to support national modernization, the LPP has been closely aligned with economic development objectives. Regarding status planning, in addition to English, languages such as Tok Pisin and Hiri Motu have seen their roles increasingly emphasized in commercial and trade contexts. Regarding corpus planning, government attention to vernacular languages’ corpus planning has diminished. Regarding language-in-education planning, foreign languages such as Chinese have been gradually introduced into the education system. Regarding prestige planning, the prestige of English, however, remains undiminished. Culturally, in response to the need to preserve and promote linguistic heritage and diversity, the LPP has transitioned from a phase of cultural colonization to one of cultural revitalization. Regarding status planning, vernacular languages now coexist harmoniously with official languages and develop through corpus planning. Regarding corpus planning, vernacular culture has been actively disseminated and preserved. Regarding language-in-education planning, a growing awareness of language preservation has been fostered with dialect education. Regarding prestige planning, the prestige of vernacular languages is kept through the cultural identity associated with local languages. In summary, PNG’s LPP represent a dynamic and evolving process shaped by intersecting political, economic, and cultural forces. Such an evolution reflects the country’s ongoing efforts to balance linguistic diversity and national development within a multilingual and multiethnic context.

Based on the findings of this research, this study proposes language preservation strategies for China and approaches to promoting Chinese language education in PNG. For Chinese language preservation, national governments should pay attention to the legal status of local languages in addition to the minority languages, governmental and educational institutions should support the development of orthographies, dictionaries, and other linguistic resources of local languages, local languages can be introduced in preschools and early primary schools alongside the training of local language teachers, and national and local media should actively promote the cultural value of local languages. For Chinese language education promotion in PNG, collaboration with local education departments through Confucius Institutes is proposed to facilitate the integration of Chinese as a second language into curricula and fund Chinese language education and teacher training, courses should integrate both PNG and Chinese cultural elements for both engagement and practicality, financial support should be secured for educational materials,  modern language resources can be developed through cooperation with Chinese enterprises,  immersive Chinese learning environments can be created in local communities, and diversified Chinese learning assessment methods should be developed beyond the Hanyu Shuiping Kaoshi.

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