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| Title: | 探討跨國銜轉學生之華語能力與自我展現之互動：一位越南移民青少年社會適應過程之長期個案研究
Understanding the interaction between Chinese language proficiency and identity development： A long-term case study on the socialization experience of a Vietnamese teenager as a new immigrant in Taiwan |
| Authors: | 陳惠芳
Chen, Hui-Fang |
| Contributors: | 招靜琪
Chao, Chin-chi
陳惠芳
Chen, Hui-Fang |
| Keywords: | 跨國銜轉學生
越南
社會文化活動理論
華語能力發展
自我展現
社會適應
Transnational Students
Vietnam
Sociocultural Activity Theory
Chinese Language Proficiency
Identity Development
Socialization |
| Date: | 2022 |
| Issue Date: | 2023-05-02 15:04:08 (UTC+8) |
| Abstract: | 有別於一般大眾所認知的在台灣出生長大受教育的「新住民子女」，「跨國銜轉生」是「跨國轉學」或銜接台灣教育，尤其是青少年，他們會遭遇嚴重的生活經驗不連貫、語言不通的挑戰，卻無法被台灣本地的同儕或老師理解。本研究採用個案研究法，聚焦於一名11歲時來自越南男性青少年移民者（化名為葉小哥），透過5個學期的生活互動與訪談，並蒐集其來台後從小學到高中6年的完整經驗資料，又透過「社會文化活動理論 SCAT」的分析框架，將其家庭移民背景、國小後期、國中3年、高中前期列為4個活動系統，觀察每一個活動系統中6個元素之間的互動情形與產生之結果，以及矛盾事件展化學習的情形，以了解葉小哥在適應台灣社會過程中，其華語能力與自我展現如何互動。
研究結果顯示，因為跨國銜轉帶來的種種挑戰，華語之二語教學資源的提供實在不足以讓葉小哥掌握華語「工具」。其經驗中，國中導師因能維護葉小哥的說話空間而產生了重要的影響力；而政大USR計畫團隊的溝通與串聯使資源投放到位，並適時化解矛盾事件中權力不對等的情形。這兩者所發揮的「分工」功能加上葉小哥自身展化學習產生的能動性，使他有機會融入群體而獲得華語習得的機會。在此狀況下，取得華語「工具」更有利於融入群體，二者交相作用，從而帶動新的活動系統的開展。以各方面看，葉小哥展現自我的先決條件是友善的人際支援系統環境，而非跨國銜轉初期華語能力的鍛鍊，因為有太多的外在與內心挑戰必須要面對。隨著時間推演，葉小哥在華語/國文輔導課漸漸能展現越南時期生活經驗，且因多次接受訪談而有機會完整敘述自身故事，使其得以統整內在，用華語重新建構自我，發展雙語雙文化的特質。
藉著社會文化活動理論的理論框架，本研究得以追蹤並解析葉小哥長期的跨國銜轉生活與學習經驗，且終能看到葉小哥以華語展現自我，開心追求整個家庭賦予他的發展目標。本研究所獲得之針對跨國銜轉生華語教學啟示包括以下各點：跨轉生需要多種資源的串聯與配合；學校導師應關注跨國銜轉生是否有說話空間；華語老師施教時應設定「敘述自身故事」的學習目標；跨國銜轉生語言若得到適當的銜接，其母國文化將是個人的文化資本；後銜轉時期學生仍需要文化學習與學科華語的教學上的支援扶助。本研究並針對「協助跨轉生在友善環境中展現自我」、「跨轉生適用的華語教學教材教法之設計原則」及「跨轉生華語習得後期之華語扶助教學」提出建議。
"Transnational students" differ from the general perception of "children of new immigrants" due to their experiences of discontinuous life and language barriers. This research adopted a qualitative case study approach, focusing on an 11-year-old male immigrant from Vietnam as the research participant. The data, collected through 5 school semesters of field observations, in-depth interviews, and the participant’s narratives, were analyzed using the Sociocultural Activity Theory framework. The result includes four activity systems of the research participant`s experiences： His family immigration background, later-stage elementary school life, three years of junior high school, and early high school experiences.
For each of the four systems, the study analyzed the interaction between and among the six elements of the system and the development of conflicting events in order to develop an in-depth understanding of how the participant`s Chinese language proficiency development and identity construction interacted during his socialization process in Taiwan. The results indicated that providing Chinese language teaching resources alone, especially at the beginning stage, was insufficient for the participant to master Chinese as a "tool" due to multiple, complex challenges in his life as a cross-national transfer student. Two significant supports at this stage came from the participant’s junior high school teacher who was able to maintain a space for the participant to present his own voice, as well as the National Chengchi University`s University Social Responsibility Program team (Prospering Ankang-Benefiting Wenshan Project) whose communication and coordination of resources successfully resolved power imbalances in conflicting events. The "division of labor" played by these two, combined with the agency exerted by the research participant in conflicting events, provided the needed opportunity to integrate into the local community while developing his Chinese language proficiency. Eventually, the research participant was able to present an integrated self and reconstruct his identity using the Chinese language that he was able to handle by displaying his life experience in Vietnam during one-on-one Chinese/Mandarin classes that afforded the opportunity to fully narrate his own story in Chinese, through multiple dialogues and interviews with the researcher.
The results from the study had the following suggestions for working with transnational students： (1) that school teachers should pay attention to whether transnational students have the space to speak; (2) that Chinese language teachers could set "narrating their own stories" as an important learning objective for such students; and (3) that transnational students` language, when appropriately connected with their homeland culture and experiences, can be considered their personal cultural capital. The study also highlights the need to coordinate and integrate multiple resources for transnational students, provides suggestions for assisting transnational students in expressing themselves in a friendly environment, designing principles for Chinese language teaching materials and methods applicable to transnational students, and providing Chinese language assistance teaching for transnational students in the later stage of language acquisition. |
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網路資源
王淑榮、鄒佳晶 (2021，11月20日)。我的新朋友：跨國銜轉生的成長歷程。IC之音竹科廣播「新生報到-我們在台灣」。https://reurl.cc/NG5r0Q
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| Description: | 博士
國立政治大學
華語文教學碩博士學位學程
102160502 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0102160502 |
| Data Type: | thesis |
| Appears in Collections: | [華語文教學博／碩士學位學程] 學位論文
|
Files in This Item:
| File |
Description |
Size | Format | |
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| 050201.pdf | | 7779Kb | Adobe PDF2 | 141 | View/Open |
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