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

• Main Authors: Wen-Yan Huang, 黃文彥
• Other Authors: Huang Chen
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/18223429007474145047

碩士 === 國立臺灣師範大學 === 政治學研究所在職進修碩士班 === 96 === 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.