外籍配偶教育問題分析與制度建構─以2002~2006台北縣為例─

The research of analysis and constructing educational system for immigrant brides - Taipei county 2002~2006

黃文彥(Wen-Yan Huang)

指導教授 ： 黃 城 博士

國立臺灣師範大學/教育學院/政治學研究所在職進修碩士班/碩士(2007年)

摘要

論文摘要：美國抗議移民法事件、法國騷動事件，顯示移民產生的社會問題，對國家、社會現有體系影響嚴重，處置不當或漠視極容易以發族群的對立、衝突，會造成國家體系的衝擊，甚至影響國家安全與經濟發展。外籍配偶及其子女所衍生的社會問題逐漸浮現，政府卻無一套完整的移民教育輔導體系，導致外籍配偶問題正加速惡化之中。本研究從分析政府移民政策、移民法規、外籍配偶教育輔導措施、各國移民制度出發佐以台北縣補校教育；二十位外籍新娘專班學員；中央、地方、學校承辦外籍配偶教育輔導人員訪談結果，進一步形成一套移民教育模式作為政府立法、執行、教育實施之參考。
本研究發現：（一）外籍配偶及台灣之子人數成長，已成為重要族群之ㄧ。（二）婚姻仲介是跨國婚姻媒介主要管道。（三）識字學習使外籍配偶增權益能。（四）法令完備是可以形成外籍配偶學習驅力與發揮制度同型化功能。反之，制度缺漏會喪失預防性功能，導致社會成本負擔增加。現有制度缺漏有：1. 移民教育未立法規範。2.缺乏移民教育專責單位。3. 無法區分教育責任的制度設計。4. 補校是唯一正式移民教育體系，學習管道不夠多元。5.教育輔導措施缺乏雙語師資及以受教者原生文化編寫教材，限縮教育的功能。
本研究建議：（一）修訂移民三法、反歧視法、補習教育法。（二）發展學習認證系統及增加雙語師資的培育。（三）辦理移民普查及進行相關研究。（四）國人同理心及多元文化觀念的建立。

關鍵字

外籍配偶 ； 國小補校

並列摘要

Abstract:
The protest of immigration law in U.S.A. and in France shows that social chaos derived from immigration damgely impacted current social and ceuntry institution. The ignorance or improper handle of this social chaos caused ethnic conflicts; and hence national system was clashed, national security was damaged, and finance got decreasing. The social problems derived from immigrant brides and their children happened gradually. However, the government without providing an intact education system for immigrant brides can not cope with these scoail problems. This research proposed to build an educational system for immigrant brides by 1) analyizing immigration policy of the groverment, immigrantal regulation, education of immigrant brides and various immigrantal systems; 2) concerning the supplementary compulsory education in Taipei County, and 3) interviewing twenty immigrant brides and the tutors of these brides sent by the central and local authorities. This educational system is hence as a tool of reference for legislating immigrant law and tutoring immigrant brides.
The research finds: 1) the popularity of immigrant brides and their children grows up speedly; 2) marriage agents played main roles for transnational marriages; 3) literate brides were much interested in fighting for their rights, and 4) the completence of immigrant law drove immigrant brides learning more and threw over existing gaps and omissions of institutional isomorphism as follows.
(a) Immigrant educateional system was not legislated,
(b) The lack of staff takes responsible for assistance and tutoring of immigrant brides.
(c) The design of the current educational system can not clearly distinguish educational responsibility.
(d) Supplementary compulsory education is signle formal immigrantal educational system, which is not multivaate.
(e) The number of bilingual teachers was small and the original cultural text for the learner was missing and hence confined the functions of education.
This research suggested: 1) to removing out of incomer basilica trinity ACT, Antidiscrimination , and Translation Winkler Partners; 2) developing cultivation studying the authentication system and increasing bilingual teachers; 3) generally surveying immigrant and carrying on relevant research, and 4) setting-up compatriot's same heart and plural cultural idea.

並列關鍵字

immigrant bride ； supplementary compulsory school

參考文獻

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