The Demands of Professional Empowerment for New Immigrant Language Teachers – A Case of Vietnamese Teaching

• Main Authors: CHUNG, HUI-YUAN, 鍾惠媛
• Other Authors: YEN, CHIH-HUNG
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/b8ph52

碩士 === 國立暨南國際大學 === 東南亞學系 === 107 === In recent years, the government has promoted the curriculum of the new immigrant language, and has faced some problems about teachers, textbooks, teaching methods and assessments. The consensus of the society on the curriculum of the new immigrant language has to be established. This study interviews the teaching staffs of the new immigrant language, in order to explore the situation related to the promotion of the curriculum of the new immigrant language, as well as to the current situation of the cultivation of the language teachers, the obstacles encountered, the problems faced by the teaching staffs, and the assistance required. Hopefully the government will understand the plights of the new immigrant language teaching staffs, and will formulate the measures for empowerment and counselling. This study takes Southeast Asian new immigrant language teachers as the main research object; using qualitative research method, this study employs semi-structured interviews to collect data. It is hoped that the situation of the new immigrant language teachers' teaching scene can be better understood. The results are summarized as follows: Firstly, new immigrant language teachers provide feedbacks, opinions and suggestions on training courses, such as: to extend training time span, to deepen the contents of the course, and to increase opportunities for trial teaching and exercises. Especially to the depth of the course contents, the opinions of the interviewees are as follows: 1. The training course is very helpful, but it is hoped that the level would be moderate. 2. To add the lesson of counselling skills. 3. To introduce some more cultures of Taiwan and Vietnam. 4. To increase the hours of operating computer and producing teaching plan. 5. To introduce important education policies of Taiwan. 6. To assist teachers to develop their classroom management skills. Secondly, so far the ways of language teacher's teaching and the methods of assessment are limited; they can be increased. Thirdly, the difficulties that the interviewees encounter are as follows: how to teach in mixed age classes, how to solve teaching problems, how to attend some more training courses, and how to deal with the problem of low salary. Finally, some suggestions are presented for reference based on the results of this study: 1. To extend the time span of training courses, and to increase the part of trial teaching. 2. To heighten the threshold of obtaining certificates; and to divide the training courses into two stages, with a period of internship in each stage. 3. To give advice to the trainees right after their teaching demonstration. 4. To put difficult dialects of Vietnamese into textbooks. 5. To include the lessons of counselling problematic students and to give some examples in the elementary course. 6. To introduce Taiwan's education policies and cultures. 7. To allow the language teachers to teach in their own way, without interfering too much. 8. To advance the trainee's Chinese ability in order to improve the quality of teaching. 9. To provide the lessons of operating computer, of producing teaching plan, and of multimedia application. 10. To discuss the situations of the classroom management that might happen in the language class. 11. To increase the chances of teaching observation: to demonstrate different ways of teaching. 12. To include the lessons of students assessment in the training courses. 13. To make plans for teachers' further study and training. With the empowerment, it would be helpful for the cultivation of new immigrant language teaching staffs.