Improving Non-English Speaking Parents' Involvement in American School Events

美國亞裔移民母親參與學校教育及親師互動情形之研究

蔡宜璇(I-Hsuan Tsai)

immigrant mother ； parent's involvement ； language limitation ； cultural difference ； school environment ； 亞裔移民母親 ； 參與效能 ； 親師互動 ； 語言限制 ； 文化差異

幼兒教育年刊

31期（2020 / 12 / 01）

1 - 17

英文

The purpose of this study is to investigate the immigrant mother's perspectives on the involvement in American schools. Many researches have been indicated the causes of lacking non-English speaking parents' participation in school events and activities for several years; however, the rate of non-English speaking parental involvement is relatively low compared to white parents. This study used in-depth interviews as the primary means for collecting data. The participant was a Chinese immigrant mother who has two children that were enrolled in public schools in Muncie, Indiana. The results of the interview compared with the reviewing the literature to reveal the main reasons of the issue. Moreover, the participant's experiences and suggestions compared with solutions from the literature to determine the practicability of the solutions. The result indicates that the main reasons influence non-English speaking parents' involvement in school events are language limitation, cultural difference, and unwelcome environment. The solutions to improve this issue are designing a welcome environment, providing parental involvement programs, including better supports, enhancing motivation, and improving teachers' attitude and knowledge.

本研究之目的在探討美國的亞裔新移民母親，參與學校教育及親師互動情形、與子女在校學習之關聯，並探討教師如何提升新移民母親參與效能、親師互動關係及溝通方式，提供合適的互動內容及雙方在面對溝通困境時的因應方式。本研究以一位中國移民母親為個案，兩位子女皆在美國印第安那州曼西的公立學校就讀。研究運用深度訪談、文獻分析等方法，蒐集相關資料，將受訪者的經驗和建議與文獻中的解決方案進行比較，以確定解決方案的實用性。研究主要發現由於語言限制、文化差異、校園氛圍影響等因素，限制了新移民母親參與學校活動。具體建議如下：為提升新移民母親之參與效能，教師面對溝通困境時，應積極關懷家長，調整溝通方式，建立互信互賴關係。教師需瞭解文化差異，設計多元音乐文化課程，舉辦不同文化的相關活動，以增加新移民母親參與學校活動的興趣。學校方面，建立長續性的親師溝通及親職活動，提供新移民家長語言進修機會。

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