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題 名 | 從紐西蘭毛利族的語言巢看臺灣的原住民母語教學=What can Taiwan's Indigenous Language Education Learn from the Māori Te Kōhanga Reo (Language Nest)? |
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作 者 | 吉娃詩.叭萬; | 書刊名 | 臺灣國際研究季刊 |
卷 期 | 2:1 民95.春 |
頁 次 | 頁163-184 |
專 輯 | 紐西蘭民主政治 |
分類號 | 808.7 |
關鍵詞 | 語言巢; 原住民母語教學; 語言浸滲; 毛利族; 師資培訓; Te Kōhanga Reo; Language nest; Taiwan's indigenous education; Language immersion; Māori; Teacher training; |
語 文 | 中文(Chinese) |
中文摘要 | 根據學者先前的研究,原住民母語大致從 50 歲以下之族人開始 流失,流失最嚴重的是 20 歲以下之族人,尤其是平地與都市之原住 民及幼童。原住民幼童現今大多以中文溝通,幼稚園到國中之學童 已不會說母語了。因為原住民幼童無法了解祖父母使用的族語,原 住民族語流失的現象很嚴重。紐西蘭毛利族的族語流失的狀況在二 十幾年前,跟台灣原住民的情況很類似。根據研究,毛利人在 1970 只有 23.3%的能說流利的毛利語,而他們都是那些超過 40 歲以上的 人;少於 1%的 5 歲幼童能講毛利語,因此,毛利人開始面對族語滅 絕的威脅。有鑑於此,毛利人於 1982 年創設了語言巢 (Te Kohanga Reo),成功復振與傳承了毛利語。筆者因此撰寫此論文,試圖以毛 利人的歷史背景及語言巢的起源、目標、教學狀況、成效、家長與 部落族人的角色、政府的角色、師資訓練、大社會的支持,問題, 及筆者語言巢的參訪,檢視台灣原住民族語教學,以提供我們復振 原住民族語的借鏡與典範。筆者從語言巢的經驗,列出五點語言巢 給台灣原住民母語教學的啟示:一、台灣原住民應學習毛利人自發 性的運動,努力爭取我們的基本人權 (語言權);二、原住民族語應 從小在家庭教起,學校族語教學也應從學前教育實施,完全族語浸 滲的托兒所與幼稚園應開始在部落實施;三、原住民應有「族語已 面臨絕種」的危機意識,大家應覺醒開始把族語家庭化、部落化。 四、原住民語言委員會應成立,以負責族語推廣的事務。五、族語師資 培訓也應在質與量上作改進,實際培育更多品質優良的族語教師。 |
英文摘要 | Several researchersfind that, among the indigenous peoples of Taiwan, language loss is evident among those who are 50 years of age and younger, and most notably among individuals, residing in urban areas, who are twenty years of age and younger. Other researchers conclude that the majority of young urban Taiwanese children, from preschool to junior high school, cannot speak their native languages and prefer to speak Mandarin Chinese. Because indigenous children do not understand the own languages used by their grandparents, a pattern of language loss has clearly contributed to the weakening of intergeneration language learning in the indigenous communities. Likewise, Māori experienced similar language loss in the 1970s. The people who could speak fluent Māori were typically over forty years old, whereas less than 1% of five-year-olds could speak their tribal language. Thus, Māori people began to face the threat of native language extinction. In 1981, the Department of Māori Affairs brought Māori leaders to initiate a grassroots or whānau movement by establishing the language nests in Wainuiomata, Wellington to revitalize the dying Māori language. Thus, I use the successful case of Māori to evaluate indigenous education in Taiwan. I conclude that there are five important components we can learn from the language nest. First of all, we indigenous people need to initiate the movement to fight for our basic human rights (language right). Secondly, indigenous education in school should start from preschool and kindergarten. Thirdly, indigenous people should face the crisis of language loss and start to speak our native language at home and in the tribal village. Fourthly, an indigenous language commission should be established to deal with related affairs. And finally, teacher’s training should be improved quantitatively and qualitatively. |
本系統中英文摘要資訊取自各篇刊載內容。