A Study on the Construction and Praix of Culturally Responsive Program for New Immigrants’ Children

• Main Authors: Li-Chi Peng, 彭麗琦
• Other Authors: 莊明貞
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/13386541858465697900

博士 === 國立臺北教育大學 === 課程與教學研究所 === 102 === The Culturally Responsive Curriculum related theory was applied to this action research to find out about knowledge of curriculum and pedagogy toward New Immigrants’ Children. The main purpose of this study was to inquire about the ways of curriculum design, context of curriculum, the strategies of teaching, the curriculum experience of students, and teacher's reflection of praxis. Researchers joined the process of elementary school teachers’ curriculum practice, recorded class observations, interviewed teachers and students, collected journals of researcher’ s reflections. The conclusions are as following: Firstly, the ways of curriculum design are related to cultural elements, cultural concepts and cultural issues. Secondly, the curriculum contains three dimensions: interethnic relations, culture learning and citizenship literacy. Thirdly, the seven strategies teaching- multicultural caring, playing games, peer collaboration, critical thinking, giving scaffolding, parents’ involvement, and multiple assessments-are applied to improve students' learning motivation, interethnic relation and multiple intelligences. Fourthly, teachers can advance the learning of parents’ culture, and promote bi-ethnic cultural identities by responding to the culture of New Immigrants’ Children. Fifthly, students may reduce ethnic bias and discrimination, gain cross-cultural literacy, from the standpoint of globalization as well. In addition, participating teachers submitted three opinions by reflection. Firstly, teachers need to enhance their knowledge about Southeast Asia, and establish a teachers’ learning community. Secondly, teachers need to offer multiple ways to communicate with new immigrating parents, and empower their advanced abilities. Thirdly, the role of the teacher is the promoter of interethnic relations, the supporter of cultural diversity, the encourager of critical thinking. Finally, researchers proposed suggestions in three dimensions: school curriculum, teaching, and research into the future.