臺灣原住民族幼兒園實施沉浸式族語教學之研究

面對瀕危語言的復振，以族語作為教學中介語的沈浸式教學，透過幼兒階段是族語學習的最佳時期來推動。本研究旨在探討臺灣原住民族幼兒園實施沉浸式族語教學之現況、困境與面對困境所採取之因應策略。首先透過質性研究為初探的方法，其次以文獻整理與分析學理基礎、脈絡與現況、影響因素及相關研究，並以半結構式訪談27位教學現場之參與者。最後，綜合文獻探討及訪談資料，歸納整理出以下結論：壹、臺灣原住民族幼兒園實施沉浸式族語教學之現況方面：沉浸式族語教學主要在提升自我認同的理念與價值；家長重視語言學習的黃金期，協助幼兒族語學習，發展認知成熟的基礎；族語學習不影響其他的生活語言學習，族語也能習得多語言轉換的學習力；受過去國家語言政策壓迫的影響，年長者少講族語，年輕者不說族語；家庭與部落的溝通多使用國語。貳、臺灣原住民族幼兒園實施沉浸式族語教學之困境方面：學校行政資源有所不足，社區參與共識有待建立；族語師資資源不足，工作保障與績效的制度法規有待建置；課程設計規劃專業不足，擴大計畫親子共學有待普及化；沉浸式族語使用環境待加強。參、臺灣原住民族幼兒園實施沉浸式族語教學面對困境所採取之因應策略方面：強化行政團隊意識，相關單位齊力合作，簡化行政提升教學績效，充分溝通獲得共識與行銷，引進社區資源參與；兼顧工作保障與教學績效，使族教保員專職推族語；重視主題領域統整的課程設計規劃，擴大計畫親子共學的普及化；建置沉浸式族語友善使用環境，教學設備改善，編列需求經費給予補助。最後，根據上述研究結果提出具體建議，提供原住民族委員會、教育行政機關、幼兒園、家庭與社區及未來研究者等五方面作為參考。

關鍵字

臺灣原住民族；幼兒園；沉浸式族語教學

並列摘要

In the face of the resurgence of endangered languages, immersive teaching with ethnic language as a teaching interlanguage is promoted through the best period of early childhood learning. The purpose of this study is to explore the current situation, dilemmas and strategies for the implementation of immersive ethnic language teaching in Taiwanese aboriginal kindergartens. Firstly, through qualitative research as a preliminary method, followed by literature collation and analysis of the theoretical basis, context and current situation, influencing factors and related research, and interviewed 27 teachers in a semi-structured. Finally, a comprehensive literature discussion and interview data, summed up the following conclusions: A. The current situation of the implementation of immersive ethnic language teaching in Taiwanese aboriginal kindergartens: Immersive ethnic language teaching is mainly to enhance the concept and value of self-identity; parents attach importance to the golden period of language learning, assist children in language learning, and develop the foundation of cognitive maturity; ethnic language learning does not affect other life language learning, the ethnic language can also build the learning ability of language conversion; influenced by the oppression of language policies in the past, the elders don’t speak ethnic languages, and young generation don’t speak ethnic languages; family and tribe mostly communicate in Mandarin. B. The dilemma of implementing immersive ethnic language teaching in Taiwanese aboriginal kindergartens: There are insufficient administrative resources in school. The consensus of community participation needs to be established; the faculty of ethnic language are insufficient, and job guarantee and performance are still to be established; the curriculum planning is insufficient, and the expansion of planning and parenting is still to be popularized; it is looking forward to strengthening the environment of language immersion. C. The tactics of the immersive language teaching in Taiwanese aboriginal kindergartens through difficulties: The awareness of the administrators, the relevant units work together to simplify the administrative process and to improve teaching performance, communicate well and gain consensus, marketing, and community participation; take into account job guarantee and teaching performance. Enable the education instructors to promote ethnic language; focus on the subject and curriculum integration. Expands the popularization of parent-child learning program; builds a friendly environment for ethnic languages immersion. Improves teaching equipment, and provides subsidies for demand. Finally, based on the above, specific recommendations are made, including five aspects of the Aboriginal Committee, the education administration, kindergartens, families and communities, and future researchers.