新北市新住民語文課程的實施現況與成效之研究－以新北市三峽區國民小學為例

The implementation of new immigrants' language program-Taking elementary schools in Sanxia District, New Taipei City as an example

10.6712/JCPA.202106_(28).0006

李順慈(Shun-Cih Li)；廖益興(I-Hsing Liao)

新住民 ； 新住民子女 ； 新住民語言 ； 教育政策執行 ； New Immigrant ； New Immigrant Children ； New Immigrant Language ； Education Policy Execution

中華行政學報

28期（2021 / 06 / 30）

115 - 133

繁體中文

本文旨在探討新住民語文課程在新北市三峽區國民小學的實施現況與成效。本文採質性研究為主，運用文獻分析法、深度訪談法及問卷調查法，對參與新住民語文課程的學校承辦人員、授課教師以及參加課程的家長、學生進行資料蒐集。主要發現：一、執行現況：開課主要以越南語為主，以社團方式混齡上課辦理，多數採課後的時間。二、實施成效：增進新住民子女了解新住民語言和文化、提升新住民子女認同，進而樂於學習並運用其母語，促進新住民及其子女語言互動的機會。三、實施上的困境：1.師資尋覓不易。2.學生程度不一，較難因材施教。3.學生學習成效不易評估。4.教師授課鐘點過低。5.新住民學生缺乏參與課程的動機。6.家長重視的程度仍不足。本文研究發現新北市三峽區越南籍新住民的家庭環境不利於子女的越南母語學習，國內東南亞語言人才的培養需要依賴政府教育體制的介入及主導，例如師資人才的培育及認證、課程教材的開發及認證、經費預算的充分支持、相關東南亞語言能力的檢證機制的建立等。

The study aims to explore the current status and effectiveness of the implementation of new immigrants' language class in New Taipei City. The study mainly applies the qualitative research and uses document analysis, in-depth interview and questionnaire survey in order to explore the current situation and results of new immigrants' language class implemented in Sanxia District, New Taipei City. In this study, in order to fully understand the implementation of language program, the school personnel in charge, instructors, students and parents who attended in the program of new immigrants' language class were the subject of in-depth interview. In addition, questionnaire survey was conducted to obtain information about the effects of implementation of the language program and how the language was being used. The main findings of this study are as following: A. Current status of the program implementation: the courses are mainly in Vietnamese and apply mixed-age group teaching after school time. B. Implementation effects: Encourage new immigrant's children to understand new immigrants' native language and culture, and to enhance their sense of identity. Furthermore, the program helps the children become willing to learn and use their mother language and give them more opportunities to interact with other new immigrant children. C. Implementation dilemma: (a) Not easy to find qualified teachers; (b) Students don't have average language standard and it's difficult to teach students in accordance with their aptitude; (c) Not easy to evaluate students' learning results; (d) Teachers' hourly fee is too low. (e) Lack of motivation to participate in the program; (f) Parents pay less attention to this progr.

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