都市原住民學童族語教學與族群認同之探討 --以桃園縣國小學童為例

An Exploration of Tribal Language Teaching and Ethnic Identity for Urban Aboriginal School Children －The Elementary School Children in Taoyuan County Are Cited As An Example

林燕妃(Yang-Fei Lin)

指導教授 ： 洪泉湖

元智大學/人文社會學院/社會暨政策科學學系/碩士(2012年)

摘要

台灣原住民在發展過程中遭遇環境變遷之特殊背景，使得多數族群語言與文化遭外來族群之同化而逐步衰微、消失。語言對文化的傳承及族群延續扮演著非常重要的角色。教育部因應新世紀的教育理念，九年一貫課程之語文領域，開啟了原住民族語教學，不僅是給予語言價值的尊重，更是肯定族群文化關懷的普世價值。 本研究採用深度訪談法及問卷調查法進行研究，以質為主量為輔的方式進行分析。主旨在瞭解桃園縣都市原住民學童族語教學現況；探討其族群認同的情形；並分析族語教學與族群認同之相關性。質性研究是針對族語教師、學習族語的學生、學生家長及專家做深度訪談。量化研究的研究工具為「桃園縣都市原住民學童族語教學及族群認同量表」；調查對象為桃園縣四、五、六年級的都市原住民學童，共計811位學童，回收739份，得有效問卷666份，兩者所獲取的資料加以分析處理，獲致下列結論： 一、桃園縣積極規劃族語教學頗受好評。二、語言環境不利族語發展。三、家長認同族語教學政策未能「起而行」。四、學習語言的內在與外在環境皆需改善。五、教學內容充實、教學方法生動活潑且能因材施教。六、班級經營方法多元但運用手法仍需精進。七、學童族群認同趨於正向但少參與活動。八、強化族群認同需多方面配合。九、族語教學成效會影響族群認同。

關鍵字

都市原住民學童 ； 族語教學 ； 族群認同 ； 語言環境 ； 學習動機

並列摘要

In the development process, the background that Taiwan aborigines encountered environmental changes has gradually made many aboriginal languages and cultures decline and even worse, vanish in that they have been assimilated with those of exotic groups. Languages play a very important role in cultural heritage and ethnic group continuity. To respond to the new century education philosophy, the Ministry of Education takes the initiative to open up tribal language teaching in the grade 1-9 curriculum, which not only gives respect to the language value, but also affirms the universal value of culture-caring for ethnic groups.
This research, employing in-depth interviews and questionnaire and relying mainly on quality while quantity subsidiary, aims to investigate the status of tribal language teaching and ethnic identity for the urban aboriginal school children in Taoyuan County, as well as exploring the relationship between tribal language and ethnic identity, wherein qualitative research refers to in-depth interviews aimed at tribal language teachers, school children, parents and experts, while quantitative research is based on the “Tribal language teaching and ethnic identity scale for urban aboriginal school children in Taoyuan County”. The respondents in this survey include the 4th, 5th and 6th grade urban aboriginal school children. A total of 811 questionnaires are distributed, with 739 questionnaires returned, in which 666 ones are valid.
Conclusions reached following analyses are as follows: 1. The active planning of tribal language teaching in Taoyuan County receives a lot of praise, 2. The language environment is disadvantageous to tribal language development, 3. Parents approve of tribal language policies, but the government’s policy does not act, 4. The interior and exterior environments for language learning need to be improved, 5. The teaching content is rich, the teaching method is lively and vivid, and the teaching proceeds according to students’ aptitude, 6. The methods of managing class are diverse, but the ways of using them still need to be improved, 7. Students’ ethnic identity tends to be positive, but they seldom participate relevant activities, 8. Enhancement of ethnic identity requires cooperation in various aspects, 9. The effectiveness of tribal language teaching will influence ethnic identity.

並列關鍵字

learning motivation ； urban aboriginal school children ； tribal language teaching ； ethnic identity ； language environment

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