A STUDY ON THE INDIGENOUS LANGUAGE LEARNING ENVIRONMENT FOR THE CHILDREN OF INDIGENOUS PEOPLES IN THE ELEMENTARY SCHOOLS IN TAINAN CITY

• Main Authors: Chien-hung Chiang, 姜建宏
• Other Authors: Hwei-Chen Chang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/24059963742976700901

碩士 === 國立臺南大學 === 社會科教育學系教學碩士班 === 97 === The target groups of this study were set to 3rd- to 6th-grade elementary school children in Tainan City who are of indigenous peoples, as well as their parents, instructors of indigenous languages, the elderly and educational institutions; the primary purpose of this study was to explore the indigenous language learning environment for children of indigenous peoples in the elementary schools in Tainan City. The Questionnaire on the Indigenous Language Learning Environment for Children of Indigenous Peoples in the Elementary Schools in Tainan City edited by the researcher of this study, interviews and document collection were used in the collection of information, and by means of questionnaires, the understanding towards indigenous language learning and the perspective on the indigenous language learning environment in families, schools and society were explored and obtained through the school children of indigenous peoples, their parents and instructors of indigenous languages; interviews were conducted with children’s parents, the elderly, instructors of indigenous and experts in order to understand the indigenous language learning environment in metropolitan Tainan City. The excerpt of the research results is as follows: 1. The identification with indigenous peoples and languages amongst the children of indigenous peoples living in the metropolitan area was significantly lower than that of their parents, posing a disadvantage on strengthening school children’s learning motives and improving the efficacy on indigenous language learning. 2. The identification with indigenous peoples and languages amongst the parents of children of indigenous peoples, when facing an external language environment, demonstrated a lower degree of identification, indirectly influencing children’s inclination of indigenous language learning and their identification with their respective peoples. 3. As impacted by the Mandarin policy imposed by the government in the early days, the indigenous language capability of children’s parents of indigenous peoples living in the metropolitan area demonstrated individual variation, despite the fact that such capability remained at a certain level and above. 4. The capability of listening and speaking indigenous languages developed during childhood would not demonstrate signs of change or forgetting in the face of leaving indigenous peoples and change of language environment. 5. When comparing the children of indigenous peoples with their parents in the context of indigenous language capability, as they faced the mainstream language environment of the metropolitan area, the population of familial indigenous languages and the use thereof were severely in jeopardy. 6. The campuses of the elementary schools located in the metropolitan area lacked the environment fostering indigenous language learning, posing a disadvantage to the indigenous language learning for children of indigenous peoples. Schools, during holidays, should be converted to tribal centers within their respective communities in order to strengthen the connection with indigenous tribes and thus enhance the learning environment for children to learn their respective indigenous languages. 7. The traditional skills and cultural activities of indigenous peoples should be incorporated into the planning of indigenous language courses in schools, the learning space for indigenous languages should be expanded, and the approaches, times for such language instruction should be flexible for the purpose of increasing children’s willingness and capability of learning indigenous languages. 8. The content of instructional materials for indigenous language learning should be flexibly adjusted in response to the phenomenon of individual variation in terms of the learning capability of indigenous languages amongst the school children in the metropolitan area. The instructional equipment and learning environment for indigenous language learning in schools should be improved in order to avoid the difference between schools in urban and rural areas causing an impact on the instructors of indigenous languages and the learning efficacy of indigenous languages amongst school children. 9. Since there was a lack of clustering phenomenon amongst the indigenous people living in the metropolitan area, school children would almost have no other environment in which they could make use of their indigenous languages than their respective homes. Facing an the mainstream language of the external environment, Mandarin seemed to have become the common language used by the families of indigenous peoples as well as amongst their own kinsmen Lastly, relevant suggestions were presented for the parents of children of indigenous peoples, schools and further studies based on the results of this study.