原住民族語文化在地化教育之實踐—以一所排灣族部落托育班浸潤式教學為例

Localization Education Practice in Tribe Language and Culture-A Case Study of Immersion Teaching at a Paiwan Tribe's Early Child Care Center

周梅雀(Mei-Cheuh Chou)

《教育與多元文化研究》 4期 (2011/05) Pp. 73-117

摘要

台灣是個多元文化國家，原住民族的文化是台灣重要的資產。落實原住民文化的傳承應從幼兒教育階段開始做起。從紐西蘭毛利人的經驗來看，讓原住民幼兒在部落、全族語的浸潤式教學環境下學習，對其語言、文化的振復效果最佳。本文旨在透過質性研究訪談、參與觀察與文件收集等方法，探討一所設立於排灣族部落的托育班，由部落托育工作者實施全族語、文化浸潤式教學的發展歷程及產生的效益。研究實施時間約為一年。研究結果顯示，該托育班成立約兩年多期間，大致上經歷四個階段，才逐步走向全族語文化浸潤式教學。而其實施全族語文化浸潤式教學至少具有三個層面的具體效益。首先，是入園超過一年以上的幼兒多數已經能夠聽懂族語，以及能夠以簡單的族語與教師、家人溝通。其次，透過以部落為主題的文化活動，不僅增長幼兒對部落文化的認知，也因此促進其自信心。最後，透過以族語為中介的全語言學習活動，幼兒自然地學會了該年齡層應有的認知能力。

關鍵字

在地化教育 ； 浸潤式教學 ； 部落托育班

並列摘要

As a multicultural state, Taiwan values its indigenous cultures as important cultural assets. Steps to sustain indigenous cultural heritage must begin at the early childhood stage. The experience of the Maori people in New Zealand proves that the language-cultural revitalization effect is best achieved when young indigenous children learn their tribe languages in an immersion-based pedagogical environment. This article aims to explore the effect of tribal language and cultural immersion teaching, as carried out by teachers at an early child care institution belonging to an indigenous tribe. Qualitative research methods such as interviews, participant observation and data collection were used. After a study period of almost one year, the researcher found that the development process in the present case can be divided into four stages: the initial stage, the topic curriculum model duplication stage, the Chinese-Paiwan bilingual teaching stage, and the Paiwan language and cultural immersion teaching stage. Moreover, the results proved that there are at least three identifiable effects of tribal language and cultural immersion teaching. Firstly, many young children who were in the child care center for more than one year could listen to and understand what teachers said and could communicate with teachers and their families in simple tribal language. Secondly, young children improved their knowledge about tribal culture and enhanced their self-confidence by participating in the tribe's traditional cultural activities. Finally, young children developed the cognitive abilities appropriate to their ages naturally in comprehensive tribal language immersion programs.

並列關鍵字

Localization Education ； Immersion Teaching ； Tribe's Early Child Care Center