台灣老人與外籍配偶的「識字」教育: 多語語言社會化之探討

Abstract

台灣的成人基本教育(簡稱成教班)原為服務本地失學民眾。近年來, 婚姻移民也成為成 教班的成員，和本地失學民眾共同學習中文。成教班因而成為一個多語、 多元文化交 流碰觸的場域。本研究計畫旨在探討成教班中師生之間，與本地老人和新移民之間的 互動。以及這種跨文化互動對自我認同的影響。參照語言社會化、語言意識形態、和 敘事分析的理論觀點，本研究計畫將採田野調查方式進行。在兩個成教班進行一年的 觀察錄影，與深度訪談。本計畫預期能為台灣日漸多元的教育提供社會語言學與人類 學的觀察與探討，作為台灣發展多元文化教育的重要參考資料。

The Adult Basic Education Programs (ABEP) in Taiwan was established to serve Taiwanese elders who were deprived of educational opportunities in 1991. In the past decade, ABEP has included a second student population: marriage immigrants from Southeast Asia as the government recognized the importance of marriage immigrants’ Mandarin abilities for their children’s education. These classrooms become a site of language and cultural contact that may transform students’ and teachers’ social identities. The goals of this proposed study are twofold: (1) to examine the language socialization processes in the culturally and linguistically heterogeneous ABEP classrooms; and (2) to better understand how the classroom interactions are interrelated with the construction and negotiation of social identities of the participants (i.e. teachers and students). Informed by theoretical framework in language socialization, language ideology, and narrative identity, this project is ethnographic and discourse-analytic in approach and longitudinal in design, involving one year of participant observation in two mixed ABEP classrooms and in-depth interviews with teachers and students. Classroom interactions will be video-recorded and analyzed to discern the interactional dynamics and patterns. This project is expected to contribute to a deeper understanding of actual interactions and key issues related to identity construction and transformation in multicultural multilingual classrooms in Taiwan. Findings will contribute to policies and educational programs dealing with diversity in classrooms. The project will also contribute to the scholarship in language socialization by examining multilingual socialization in adulthood and late adulthood.