家庭社經地位對新住民子女語言發展之影響：以新住民母親華語能力、親子共讀時間為中介變項

蔡幸子; 張鑑如; 林碧芳

doi:10.6151/CERQ.202112_29(4).0002

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P31 - 33+35-37+39-72

社会科学 > 教育学

DOI： 10.6151/CERQ

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家庭社经地位对新住民子女语言发展之影响：以新住民母亲华语能力、亲子共读时间为中介变项

IMPACT OF FAMILY SES ON THE LANGUAGE DEVELOPMENT OF NEW IMMIGRANT CHILDREN: USING THE CHINESE LANGUAGE ABILITY OF NEW IMMIGRANT MOTHERS AND TIME SPENT ON PARENT-CHILD READING AS MEDIATORS

蔡幸子(Hsin-Tzu Tsai) ；张监如(Chien-Ju Chang) ；林碧芳(Pi-Fang Lin)

当代教育研究季刊； 29 卷 4 期 (2021 / 12 / 31) ， P31 - 33+35-37+39-72

繁体中文 DOI： 10.6151/CERQ.202112_29(4).0002

中介效果模型；新住民子女语言发展；新住民；台湾幼儿发展调查资料库； Kids in Taiwan: National Longitudinal Study of Child Development and Care (KIT) ； Language development of new immigrant children ； Mediating effect model ； New immigrants

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摘要 │ 参考文献 (74) │ 被引用文献 (1) │ 国际计量

摘要〈TOP〉

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Purpose: This study aimed to investigate the impact of the socio-economic status (SES) of new immigrant families in Taiwan on the language development of new immigrant children. The mediating effects of the Chinese language ability of new immigrant mothers and the time spent on parent-child reading were further explored. Design/methodology/approach: The third wave original data (five years old) of the 36-month-old group in the Kids in Taiwan: National Longitudinal Study of Child Development and Care (KIT) were used in this study. A total of 127 children born between April 1, 2013 and March 31, 2014, whose primary caregivers were new immigrant mothers, were recruited as the research subjects. Subsequently, the mediating effect model was adopted for the secondary data analysis. Findings/results: 1.The language development of five-year-old new immigrant children was slightly below than that of the children whose parents were from Taiwan. Among the former, the language development of new immigrant children from Mainland China, Hong Kong, and Macao was better than that of the new immigrant children from Southeast Asia. In terms of Chinese language ability, new immigrant mothers generally performed poorly in reading and writing. In particular, Southeast Asian mothers' reading and writing abilities ranged between slightly weak to acceptable and were substantially worse than those of the mothers coming from Mainland China, Hong Kong, and Macao. In terms of parent-child reading, 70% of the immigrant families studied spent time performing this activity. Among them, over 40% of the families engaged in parent-child reading one to three times per week, whereas 30% of them participated in such activities once per week. The average parent-child reading time per week was approximately 32.8 minutes. 2.The Chinese language ability of new immigrant mothers had a complete mediating effect between family SES and the language development of new immigrant children. 3.Similarly, the time spent on parent-child reading had a complete mediating effect between family SES and the language development of new immigrant children. 4.The Chinese language ability of new immigrant mothers significantly influenced the time spent on parent-child reading. In addition, these two factors together had a complete mediating effect between family SES and the language development of new immigrant children. Originality/value: 1.At present, research on the language development of new immigrant children has not reached a consensus. Previous studies indicated that while the language development of new immigrant preschool children was behind that of the children whose parents were from Taiwan, the gap between them narrowed after both the groups of children were enrolled in elementary schools, thus demonstrating the value of school education in children's language development. Since the implementation of the ＂Free education for five-year-old children＂ policy by the Ministry of Education in recent years, the school enrollment rate for five-year-old children has reached 96% in Taiwan, indicating the universalization of preschool education. Considering the current high enrollment rate and provision of sufficient educational resources, we investigated the language development of five-year-old immigrant preschoolers. 2.Previous related studies have predominantly analyzed the effect of a single factor, such as family SES, caregiver's speech, and parent-child reading activities on the language development of children. Due to the influence of multiple factors, a mediating effect model was introduced in this study to clarify the impact of different factors on the language development of new immigrant children. Suggestions/implications: At present, family education centers, public libraries, and unofficial immigrant community groups in counties and cities across Taiwan offer new immigrant life adaption and parental empowerment workshops and courses to improve their Chinese language ability and help them adjust to the new environment. The findings of this study specifically indicate that the Chinese language ability of new immigrant mothers as well as the time spent on parent-child reading produced significant effects on the language development of their children. Therefore, this study has clearly shown the feasibility of introducing parent-child reading activities to the existing practical courses for new immigrants to improve the Chinese language ability of both the parents and children coming from new immigrant families.

参考文献 ( 74 ) 〈TOP〉

王宏仁, H. Z.(2001)。社会阶层化下的婚姻移民与国内劳动市场：以越南新娘为例。台湾社会研究季刊，41，99-127。
连结：
王宏仁, H. Z.,张书铭, S. M.(2003)。商品化的台越跨国婚姻市场。台湾社会学，6，177-221。
连结：
吴欣璇, H. H.,金瑞芝, J. C.(2011)。华人家庭文化脉络下新住民母亲的亲子关系—以一柬埔寨出生与越南长大的新住民母亲为例。应用心理研究，51，111-148。
连结：
吴毓莹, Y. Y.,蔡振州, C. C.(2014)。东南亚裔新移民女性之子女的学业成就真的比较差吗？与本地对照组比较之三年追踪探究。教育研究集刊，60(1)，77-113。
连结：
吴琼洳, C. J.,蔡明昌, M. C.(2014)。新移民家长亲职教育课程内涵建构之研究。家庭教育与谘商学刊，17，33-59。
连结：

被引用文献 ( 1 ) 〈TOP〉

(2024)。PROCESS OF POLICYMAKING AND ACTION TO STRENGTHEN THE DISCOVERING OF STUDENTS WITH TWICE-EXCEPTIONALITY。当代教育研究季刊，32(1)，119-121+123。

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