The Study of "Co-learning of Min and Mandarin" for children at Chinese Schoolsin Manila and Cebu

• Main Authors: Chen,Yuching, 陳玉菁
• Other Authors: Yu,Bocyuan
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/96210413236844347077

碩士 === 國立臺北教育大學 === 台灣文化研究所 === 99 === Although 70% of the inhabitants in Taiwan are Minnans. They don't use Min Taiwanese as teaching language at kindergartens and elementary schools. This situation is what we call " the independent learning of Min and Mandarin". Phillinippes is an English-speaking country and is the only country in which overseas Chinese use Min in communication. In some Chinese schools in Phillippines, they still use Min as teaching language . 「We have a concensus that we use Min in teaching at kindergartens. Students in the first year of the kindergarten knows more Min than those in the second year. At the second year of the kindergarten, we increase using Mandarin gradually.」 In research one, we went to the schools in China town in Manila firstly to keep track of the situation about the “Co-learning of Min and Mandarin.” Secondly, we went to the new Chinese schools in the new developing area of Manila. We found that they used English in teaching because most of their students are Filipino-Sino descendents and non-Chinese descendants. The "Co-learning of Min and Mandarin” is decreasing. The students in the Chinese schools at Cebu, the second largest city of Philippines, are mainly Filipino-Sino descendants and non-Chinese descendants. Therefore we went to F school at Cebu in research two. We found that in most families there, they don’t speak Min or Mandarin. However, after kids go to the kindergarten, the teachers still use Min as teaching language. Students learn Min this way. In this study, we even record teachers use Min in teaching math. In other words, the key point is not whether they speak Min at home but whether they use Min in teaching at school. This result of this study is against the viewpoint that “ Mother tongue is a language we learn at home. It’s not necessary to be included in the school curriculum.” Finally, in this study we analyze the Min textbooks for the students in Philippines and the development of "Co-learning of Min and Mandarin." We interviewed the principal of the Chinese school, who insisted in using Min in teaching, in South Cotabato of Koronadal City. With the increasing popularity of Mandarin in the world now, we hope that "Co-learning of Min and Mandarin” can move on to the co-development of Min and Mandarin, not the diminishing of Min with the development of Mandarin.