（專題）臺灣國民中小學東南亞母語傳承課程與教學困境：支援人員的感知分析

作者:臺北城市科技大學餐飲管理系楊蕙芬、國立臺灣師範大學社會教育學系張德永

卷期：65卷第3期
日期：2020年9月
頁碼：1-28
DOI：10.6209/JORIES.202009_65(3).0001

摘要：
臺灣於2018年實施的《十二年國民基本教育課程綱要總綱》正式納入新住民語文課程，規劃採由政府培訓、中小學負責聘用的方式，聘請東南亞新住民作為教學支援人員，從事母語教學。本研究以臺灣國民中小學東南亞母語傳承課程教學支援人員職能培訓政策為題，透過質性研究立意取樣方式，採取深度訪談之方法，訪談已有實際教學經驗之教學支援人員7人及參與培訓中之尚未有教學經驗之教學支援人員7人，共計14人，以瞭解支援人員在教學中對於困境的感知分析。提出研究結論為：一、支援人員職能培訓政策的感受困境，在於基本語文能力欠缺與專業能力之不足；二、政策實施感知之困境，在於肯定政策立意良善、缺額缺乏透明化，以及工作保障政策不足；三、教學內容與實施時所面臨的困境在於身分角色無法充分展現班級管理、學校設備與經費資源不足、教師缺少同儕協助與專業成長、學生選課動機影響學習態度等。本研究建議行政機關應確保具備職能培訓前基本語言能力程度、加強職能培訓課程教案設計與電腦創新教學能力、研擬身分法源及相關配套措施、建立公開透明之缺額資源平台，學校應增加課程教室相關教學設備與經費資源的提供，營造一個多元尊重友善對待的校園環境。

關鍵詞：母語傳承課程教學支援人員、培訓政策、職業能力

《詳全文》

參考文獻：

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2. 行政院（2018）。外籍配偶與大陸（含港澳）配偶人數。取自https://www.gender.ey.gov.tw/gecdb/Stat_Statistics_DetailData.aspx?sn=lJvq%2BGDSYHCFfHU73DDedA%3D%3D 【Executive Yuan. (2018). Number of foreign spouses and spouses from China (including Hong Kong and Macau). Retrieved from https://www.gender.ey.gov.tw/gecdb/Stat_Statistics_DetailData.aspx?sn=lJvq%2BGDSYHCFfHU73DDedA%3D%3D】
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(Special Issue) Challenges in the Teaching of Native Southeast Asian Languages in Taiwanese Junior High and Elementary Schools: Analysis of Supporting Instructors’ Perception

Author: Hui-Fen Yang (Department of Food and Beverage Management, Taipei City University of Science and Technology), Te-Yung Chang (Department of Adult & Continuing Education, National Taiwan Normal University)

Vol.&No.：Vol. 65, No.3
Date：September 2020
Pages：1-28
DOI：10.6209/JORIES.202009_65(3).0001

Abstract：
The new immigrant language curriculum has been officially included in Taiwan’s education system following the 12-Year Basic Education Curriculum guidelines enforced in 2018. Accordingly, the government plans to train immigrants from Southeast Asia to teach their mother tongue. The trained immigrants will then be hired by junior high and elementary schools as supporting instructors. This study evaluated the occupational training policy for supporting instructors of Southeast Asian languages in Taiwanese junior high and elementary schools; this study employed a qualitative research design and performed purposive sampling to conduct in-depth interviews with 14 participants (seven supporting instructors experienced in language teaching and seven supporting instructors who were receiving training and had no experience in language teaching). Subsequently, these supporting instructors’ perception of challenges in teaching were analyzed. This study concluded that although supporting instructors recognized that the occupational training policy was established with good intentions, their perceived challenges concerning the policy included their deficient basic language ability and professional capacity and the lack of job recruitment transparency and job opportunities. Moreover, the following challenges concerning teaching content and practice were identified: the instructors were not vested with adequate authority for comprehensive classroom management, schools had insufficient facilities and funds, teachers lacked peer support and avenues for professional growth, and students’ learning attitude in a course was affected by their motivation to enroll in the course. Accordingly, administrative agencies should emphasize professional training for acquiring basic language abilities, improve the design of instructor training, enhance instructors’ ability to innovate their teaching by utilizing computers, establish a legal framework and relevant supplementary measures for consolidating the identity of these immigrants, and construct an open and transparent resource-raising platform. Schools are advised to improve their classroom teaching facilities and increase their financial support to such courses, thereby creating a diverse, respectful, and friendly learning environment.

Keywords：supporting instructors fluent in native languages, training policy, professional skills