臺灣籍幼教華語教師在新加坡之教學經驗

本研究目的聚焦於：（1）探究臺灣籍華語幼教教師從臺灣到新加坡進行華語教學的歷程，包括吸引到新加坡工作的原因，需要面臨的生活適應議題，以及決定是否繼續留任的考量；（2）了解臺灣籍華語幼教教師的在新加坡的經驗、困境以及因應策略，並從華語課程、華語教學以及協同合作三個面向來分析。期望透過了解分析以上的華語教學樣貌，提供欲前往新加坡幼教發展的教育工作者與研究人員進行參考。本研究邀請十五位於新加坡擔任華語教學的臺灣籍幼教教師參與研究，採用質性研究取向，以半結構式訪談進行資料蒐集與分析。本研究重要發現如下：（1）新加坡提供優渥的薪資是吸引臺灣及幼教教師前往從事華語教學的最大主因，其他原因包括出國體驗不同生活，而家人與同儕的支持也是影響參與者繼續留任的原因。雖然進入海外就業都會面臨生活上的適應問題，但研究參與者曾經於大學就學期間參與新加坡實習計畫，會生活適應上相對容易。（2）新加坡的幼教機構每日會有30到60分鐘的華語課程，然而臺籍華語教師會遇到的挑戰包括：幼教機構對華語課程看重程度不同，新加坡華語課程進行方式與臺灣所學亦有不同，這些幼兒的先備華語經驗有很大的落差以及華語文字系統的不同，都影響臺灣籍華語教師所能得到的資源以及課程的安排，華語教師必須要調整語言的使用並學習簡體字及漢語拼音作為因應策略。（3）因應新加坡華語課程的安排內容，華語教師需要自製教具並善用多元的教學方法來引導幼兒學習華語，然而多元文化的環境會影響到教學上的溝通以及教學內容，華語教師需要調整心態，採取理解、包容與尊重的態度以作因應。（4）在班級教師的協同合作上，華語教師自認為地位比英語教師低，因為整體環境仍以英語為強勢語言，華語教師需要靠著本身所具有的語音優勢以及持續進修來維持本身的專業性。依據研究發現提出實務與未來研究方向之建議。

關鍵字

臺灣；新加坡；華語教師；教學經驗

並列摘要

The purposes of the research are to focus on: (1) Explore the history of Taiwanese early childhood teachers from Taiwan to Singapore to teach Chinese, including the reasons for attracting work in Singapore, the life adaptation issues they need to face, and the considerations for deciding whether to continue to work; and (2) Understand the experiences, difficulties and coping strategies of Taiwanese Chinese language teachers in Singapore, and analyze them from the three aspects of Chinese language curriculum, Chinese language teaching, and collaboration. This research invites fifteen Taiwanese teachers in Singapore who are teaching Chinese to participate in the research. It adopts a qualitative research approach and semi-structured interviews for data collection and analysis. The findings of this research are as follows: (1) Singapore’s excellent salary is the main reason for attracting Taiwanese teachers to engage in Chinese language teaching. (2) Challenges faced by Taiwanese Chinese teachers include: institutions value Chinese courses in different degrees, and the way that Singapore Chinese courses are conducted is different from what Taiwan has learned. (3) Chinese teachers need to make their own teaching aids and multiple teaching methods to guide children to learn Chinese. However, the multicultural environment will affect the communication and teaching content in teaching. Chinese teachers need to adjust their mentality and adopt an attitude of understanding, to lerance and respect and respond. (4) In the coordination and cooperation of class teachers, Chinese teachers think that their status is lower than English language teachers, because English is still the dominant language in the overall environment. Chinese teachers need to rely on their own phonetic advantages and continuous learning to maintain their professionalism. Based on research findings, suggestions for practical and future research directions are provided.