Aboriginal Language Teaching and Ethnic Identity under the Policy of Aboriginal Students’ Certificate of Linguistic Skill with Academic Advancement Incentives─A Study of Two Junior High Schools

• Main Authors: Chang Ku-Feng, 張谷峰
• Other Authors: Chen Su-Chiu
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/90029310873676943393

碩士 === 國立彰化師範大學 === 公共事務與公民教育學系 === 100 === Language is an important tool during the process of culture transfer and exhibition. In Taiwan, aboriginal cultures are overwhelmed by dominant Han Chinese culture and are forced to merge into the system created by Han culture. This crisis leads to the generation gap gradually within aboriginal cultures. In recent years, the government begins to value the traditional connection among aborigines; moreover, it begins to formulate and practice the policy of aboriginal students’ certificate of linguistic skill with academic advancement incentives, in order to encourage the aboriginal students to learn their aboriginal languages and understand their traditional cultures. According to the result of the interview in this study, aboriginal language teaching and certificate of linguistic skill are efficient in improving aboriginal student’s native language ability: first of all, the use of aboriginal languages has increased; and second, ethnic identity has improved. However, due to a variety of factors, the effect of cultivating student’s aboriginal linguistic ability is limited. This is because in school, aboriginal language teachers, homeroom teachers, and other teachers have little agreement; and students themselves pay more attention to the system of academic advancement. Therefore, aboriginal language teaching becomes a tough job in school. Besides, in aboriginal families or tribes, the elderly seldom use native languages to communicate with children. Taiwan Indigenous TV cannot exert their influence either because aboriginal students seldom watch their programs. What’s worse, the linguistic skills of the aboriginal students are weak, the meaning of aboriginal traditional acitivities has been shifted, and the aboriginal students are lack of mission and motivation of inheriting the cultures. Hence, several suggestions are proposed in this study: 1) adjust the structure of Certificate of Linguistic Skill; 2) set supporting measures for aboriginal language teaching; 3) encourage students to attend voluntary and social services; 4) divide the works of tribal activities; 5) promote aboriginal language teaching in families; 6) establish hardware facilities and software activites; 7) design news and programs of Taiwan Indigenous TV; 8) develop aboriginal popular cultures; 9) and provide official services of aboriginal languages. By the measures mentioned above, aboriginal students are expected to gain the sence of existence as well as the ethnic identity during the inheritance of native languages.