台灣國小印尼語文化回應課程發展與教學實踐之研究

Abstract

本研究的目的旨在探究一個台灣國小基礎印尼語文化回應教學的課程方案建構、實施與成效。非東南亞新住民面對華人中心教育，相較於東南亞新住民，有更大的文化差異。本研究設計印尼語文化回應的課程並教學，目的是要克服文化差異。學生能夠認識印尼新住民族群的語言文化，並且關注新住民議題，尊重差異。為了達成研究目的，本研究以國小四年級的一個班級為主要參與者，包含非東南亞新住民學生及華人學生。研究採用質性研究的行動研究，透過觀察、訪談、文件分析蒐集資料，以回應文化回應教學與課程建構、學生學習、以及教師專業成長的相關問題。課程包含三大主題:印尼語語音的學習；透過詞彙語法組成句子介紹學生母文化中的姓名、來源地、以及美食；透過句子組成自我介紹表達自己的文化並且與不同文化背景的人進行跨文化溝通。主要研究結果如下：一、國小基礎印尼語課程設計參考語言學及學生文化，重視可理解性輸入、模仿翻譯、間接糾錯習得與監控語言，評量重聽說有效評估華人學生的學習。二、國小基礎印尼語課程中，學生在試錯中找樂趣，因母語在語音的學習較吃力，或不擅長閱讀，不同文化背景學生都可理解印尼語敬語、地名等文化。三、教師操作文化回應課程更具批判與創造力，有效控制指導語及解釋性語言，能以學生文化背景設計聽說為主的動態印尼語教學。The purpose of this study is to explore the construction, implementation and effectiveness of the curriculum program of the basic Indonesian language culturally responsive teaching in an elementary school in Taiwan. The non-Southeast Asia new-immigrants, compared with the Southeast Asia new-immigrants, may have a greater cultural difference when facing Chinese-culture-centered education. Indonesian culturally responsive curriculum is designed and taught in this study with the aim of overcoming cultural difference. Students will be able to understand the language and culture of Indonesian new-immigrants group, and further, focus on the issues of new-immigrants and respect differences.In order to achieve the purpose of the research, this study took a fourth-grade elementary school class as the main participants, including Non-Southeast Asian New-immigrant and Chinese students. The types of qualitative research adopted in this research is action research. Data collected through observation, interview, and document analysis is to respond to issues related to culturally responsive teaching and curriculum construction, student learning, and teacher professional growth. The course includes three major themes: the learning of Indonesian phonetics; introducing the names, places of origin, and food in the students' mother culture through sentences formed by vocabulary and grammar; expressing one's own culture through self-introduction through sentences and cross-cultural communication with people from different cultural backgrounds communicate. The main research results are as follows: 1. The design of the basic Indonesian course in elementary school refers to linguistics and student culture, emphasizing comprehensible input, imitation translation, indirect error correction acquisition and language monitoring, and the assessment focuses on listening and speaking to effectively evaluate the learning of Chinese students. 2. In elementary school basic Indonesian courses, students have fun through trial and error. It’s difficult to learn pronunciation, or reading because of students’ native language. Students from different cultural backgrounds can understand Indonesian honorifics, place names. 3. Teachers operate cultural response courses to be more critical and creative, effectively control instructional language and explanatory language, and design dynamic Indonesian language teaching based on students' cultural background.