文化相關教學法中教師角色及教育信念之初探

A Pilot Study in Role of Teachers and Educational Beliefs in Culturally Relevant Pedagogy

邱怡靜(Jean Yi-Ching Chiu)

《國際文化研究》 10卷1期 (2014/06) Pp. 1-23

摘要

全球化促使大學畢業生必須具備跨文化溝通及與全球競爭的能力。本地之英語教師故須面對英語為外語教學中之文化相關性議題。Ladson-Billings首先提出了文化相關教學法理論，本研究亦因其在教育領域中普遍受用而採用之，但異於目前多文化相關研究較著重於少數族裔學生因家庭及學校的學習成效差異，鮮少用於英語教育中。故本研究旨在探索文化相關教學法應用於英語為外語教學中，教師的角色、教育信念及情感支持。本研究採質化研究方法論，以分層隨機抽樣進行深度訪談。研究結果發現，九位國籍不同之英語教學教師表達了老師在文化教學中，引導協助者角色之重要，並須施予情感性支持以了解每位學習者個人，家庭及文化背景之不同。教師與同學在課堂外之情感文流，顯著地影響了課堂內文化相關之教學互動，沉浸式的文化學習及不具爭議性主題之討論也為有效的文化相關教學。本文最後提供了研究意涵及建議未來研究方向，期以更有效地在台灣不同英文課程中，實行文化相關教學法。

關鍵字

文化相關教學法 ； 教師的角色 ； 教育信念 ； 情感支持 ； 英語為外語教學

並列摘要

The onset of globalization has required college graduates with abilities to communicate across culture and compete in the global world. Local English teachers thus have encountered the issue of culturally relevant instruction in English as a Foreign Language (EFL). The study chose 'culturally relevant pedagogy' coined by LadsonBillings (1995a) for its prevalent applications in educational context. Most of the previous culturally relevant studies explored minority learners' academic gap in cultural discontinuity of home and school (LadsonBillings, 1995a,b), yet not much focused on EFL. The purpose of this research was to explore to explore foreign and local EFL teachers' role, educational beliefs, and affective support. The study used qualitative methodology approach with stratified sampling in in-depth interviews to collect data. Nine teachers of different nationalities in EFL reported the importance of teacher's facilitator's role, and affective support in understanding individual learners' family and cultural backgrounds. Immersing cultural learning and discussions on non-controversial themes were effective. Informants shed lights on fostering cultural experience and language interactions with affective support. Implications and recommendations for future studies are provided to better implement culturally relevant pedagogy in English courses across curriculum in Taiwan.

並列關鍵字

culturally relevant pedagogy ； EFL ； role of teacher ； educational beliefs ； affective support

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