| Summary: | 碩士 === 國立暨南國際大學 === 東南亞學系 === 107 === Immigrants have increased significantly in Taiwan in the recent year. To accom-modate these new migrants, Taiwanese government set up heritage language courses in primary and secondary schools. Using ten Vietnamese teachers who are teaching in middle and elementary schools located in Taipei and New Taipei City as samples, the purpose of this study was to explore the following three aspects: firstly, to explore the motivation of their becoming teachers and pedagogical process in teaching their own’s heritage language; secondly, the effect and gap of their heritage language teaching, and, thirdly, the strategies for teachers to promote Vietnamese heritage language learn-ing in Taiwan. The results of this study are as follows: Due to the demand of large number Vietnamese teachers for heritage courses, Vietnamese female spouses had the opportunity to be recruited as teacher in Taiwan. Through their family and network support, these Vietnamese female spouses involved themselves in the teaching of Viet-namese language in school. Their motivation is derived from their need for economic independence, emotional identification of the language, and the position of teacher el-evate their own socio-economic status. The current situation of Vietnamese language courses in schools reveals the following problems. First, teaching hours and subsidies do not meet the Vietnamese language teachers’ expectation. In addition, course sched-ules different schools are not in the same pace, which lead to their spending too much time on course preparation and commuting between within different schools. Lastly, there is still room for improving Vietnamese language teachers’ training program.
The Vietnamese language teachers utilized language learning achievement and the cooperation of family language environment to gain the parents’ support and recognition. They also help conducting cultural events for communities in order to al-leviate stereotype towards Vietnamese among the Taiwanese people.
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