國小補校識字教育對新住民自我認同與社會資本之探討

「識字」教育，如同一把打開台灣門窗的鑰匙。對踏入這塊土地之新住民來說，成為她們尋求認同，並被這塊土地認同的工具。由此她們得以於台灣社會中經營自己的人脈、經由溝通而累積出社會資本。本研究以立意抽樣篩選出六位於國小補校已接受1-3年識字教育的新住民，經接受教育之時間亦顯示出她們對補校識字教育的認同。本研究以訪談法蒐集資料以及以主題分析法來進行質性分析，並立足於社會資本之理論，來探究國小補校識字教育對新住民之影響。得到結論有三：一、新住民因母職需要、國籍歸化之規定參加國小補校教育，且家中成員大多持支持態度。二、國小補校教育讓新住民加深強化固有才能與專業，得與台灣社會銜接並形成其社會資本；所獲得的社會資本為：（1）改善與家人之互動；（2）增加個人交際與人脈；（3）與師友建立互動網絡。三、國小補校識字教育使新住民獲得來自自我與周邊社會的認同；所獲得之認同有：（1）個人之成長；（2）身分之認同；（3）對溝通交流之自信；（4）自尊之提昇。此外本研究亦基於所學及研究者個人於職場之觀察，提出值得建議並關切的議題有四項。包括: 一、國小及社政單位應協助新住民國小補校教育之中輟現象；二、盼學校與社政單位將國小補校識字教育能依中文程度分級施教；三、學校與社政單位加強宣導國小補校教育之後續教育措施；四、國小補校識字教育所帶動與家人互動及緩解思鄉之情之研究。

關鍵字

國小補校識字教育；新住民；社會資本；自我認同；社會網絡

並列摘要

Abstract The education of “literacy” is somehow a key that opens the door and window of Taiwan. For the new immigrants entered this land, it has become a tool for seeking recognition and being recognized by this land. As a result, they are able to manage their own networks in Taiwanese society and accumulate social capital through communication. The study aims to use a sample to select six new immigrants who have received 1-3 years of the literacy education of supplementary elementary school. Their time of knowledge also shows their recognition of literacy education of supplementary elementary school. The study uses interviews to collect data and subject analysis to conduct a qualitative analysis, and based on the theory of social capital, to explore the impact of literacy education of supplementary elementary school on the new immigrants. There are three conclusions in the study: 1. The new immigrants are educated in the supplementary elementary school due to the requirements of the motherhood and the naturalization of nationality, and most of the members at home have a supportive attitude. 2. The education at the supplementary elementary school enables new immigrants to deepen their intrinsic talents and professions, and to connect with Taiwanese society and form their social capital, which is: (1) improving interaction with family members; (2) increasing personal communication and connections (3) establishing an interactive network with teachers and friends. 3. The literacy education of the supplementary elementary school enables the new immigrants to gain recognition from the self and the surrounding society; the recognition they receive is: (1) personal growth; (2) identity recognition; (3) self-confidence in communication; (4) The promotion of self-identity. Besides, the study is based on the observations of the learners and the individual in the workplace, and there are four topics worthy of suggestions and concerns. include: 1. The supplementary elementary school and social administration units should assist in the phenomenon of education in the elementary extension school of the new residency countries; 2. Expecting the literacy education of the supplementary elementary school and the social administration unit will be taught according to the Chinese level grade; 3. Schools and social administration units to strengthen follow-up education measures to promote the education of the supplementary elementary school; 4. The literacy education of supplementary elementary school promotes interaction with family members and eases homesickness.