都會區族語教學模式探討-以台北縣族語魔法學院為例

語言復振模式有不同的理論與政策，語言教學模式也有不同的策略與方法。本論文聚焦在都會區族語教學模式-以台北縣族語魔法學院為例，試圖從寒暑假第三學期式的短期生活及教學過程，透過研究觀察與分析，找出都會區族語創新有效的教學模式。台北縣族語魔法學院為族語推動模式的全國首創，受到國外設置英語村的風潮及國內相繼開辦的英速魔法學院、客語魔法學的影響，採公辦公營的經營模式，政府選擇與學校合作為目前較為穩當的作法。營運模式主要以政府、學校、輔導團大三角的合作模式及教學群、生輔群、行政群小三角的運作模式為其特色。政府經費挹注、學校負責承辦、輔導團協助專業，透過嚴謹培訓與公開遴聘的制度，形成強而有力的專業執行團隊。實質上，台北縣族語魔法學院其定位是經營一所短期原住民族語言學校而非體驗營。希望能營造沉浸式全族語真實的環境氛圍及創新有效的教學方式，透過生活互動溝通及生動活潑教學，大量運用族語的機會，建立學習族語的興趣與信心，增進聽、說、讀、寫的能力，培養語言意識及民族認同。基本上，台北縣族語魔法學院是任務型的執行計畫，執行團隊使命熱沉的投入參與，乃營運之關鍵。發展過程營運模式歷經滾動修正，推動成效逐漸穩定。經費從補助款到本預算，執行團隊合作化，遴選培訓專業化，規劃課程特色化，研發教法創新化，族語教材自編化。「魔法學院」一詞採自當時全世界熱潮的哈利波特電影，基本上就是從國外推動「英語村」的概念而來。「台北縣族語魔法學院」建立族語創新教學與族語沉浸環境的融合，讓教學與環境合而為一。特別標榜創新有效的語言教學法，「魔法」即「教法」的概念。培訓及實際運作期間，分別端出「沉浸式教學法」「溝通式教學法」「默示教學法」做為語言教學的方向，並透過研發團隊與培訓機制，滾動修正並研發一套族語創新教學法及族語自編教材。經過沉浸式族語教學實踐過程，在全族語互動教學及族語使用滿意度調查成效分析，獲得高度肯定。

關鍵字

族語魔法學院

並列摘要

As there are diverse theories as well as policies for language revitalization, there are diverse strategies and methods for language education. This study focuses on the educational models of urban ethnic languages - taking Taipei County Magic Academy of Ethnic Languages as a model - in an attempt to identify innovative and effective educational models for urban ethnic languages through research observations and analysis of the short-term lifestyle and teaching process of the third semester, which is held during winter and summer vacations. Influenced by the trend of the establishment of English villages abroad and the successive introduction of the English Magic Academy and the Hakka Magic Academy in Taiwan, the Taipei County Magic Academy of Ethnic Language is under a government-funded government-run operation model. Its operating model is characterized by a triangular partnership between the government, the Academy, and counseling groups, along with a smaller triangular operation model with teaching groups, student support groups, and administrative groups. With government funding, the academy administering programs, counseling teams providing professional assistance, and through rigorous training and public recruitment, strong and competent professional executive teams are formed. To be precise, the Taipei County Magic Academy of Ethnic Languages is positioned as a short-term indigenous language school rather than an experiential camp. Through interactive communications and lively teaching, the Academy aims to foster interest and confidence in the learning of ethnic languages, improve listening, speaking, reading, and writing skills, as well as cultivate language awareness and ethnic identity. Essentially, the Taipei County Ethnic Language Institute is a task-oriented program in which the enthusiastic participation of the executive team is key to its operation. Throughout the development process, the operating model has undergone continuous revisions, resulting in gradual stabilization in effectiveness. Funding has gone from grants to the current budget, with the executive team being professionalized, the selection process being specialized, curriculums being tailored, teaching methods being developed and innovated, and teaching materials being self-published. The term "Magic Academy" was adopted from the Harry Potter movies, which were prominent worldwide at the time, and basically came from the concept of "English Villages" abroad. The "Taipei County Institute of Ethnic Language and Magic" is exceptionally distinguished for its innovative and effective language education methods, with "magic" being the concept of "pedagogy." Immersion approaches, communication approaches, and implicit approaches have been developed as the orientation of language education during the training and actual operation period, respectively, while innovative methodologies in ethnic language education and its self-developed materials have been developed continuously through research and development teams as well as training processes. Through the process of immersion education, the Academy has received a high degree of recognition in a survey on the satisfaction for its interactive teaching in comprehensive ethnic languages as well as the usage of ethnic language.