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頁籤選單縮合
| 題 名 | Socialization through Language and Language through Socialization: What "My Uncle Is a Pig" Means=文化和語言對雙語兒童讀寫萌發之影響 |
|---|---|
| 作 者 | 盧玫錥; | 書刊名 | 樹德人文社會電子學報 |
| 卷 期 | 4:2 2008.09[民97.09] |
| 頁 次 | 頁97-136 |
| 分類號 | 523.16 |
| 關鍵詞 | 雙語文學習; 社會心理語言學; 國小教育; 學前教育; 讀寫萌發; Biliteracy learning; Psycho-sociolinguistics; Early childhood education; Elementary education; Early literacy; |
| 語 文 | 英文(English) |
| DOI | 10.30134/STOSHSS.200809.0006 |
| 中文摘要 | 本研究以社會文化學的理論架構來探討兒童語文學習的過程。在三年半的資料蒐集期間,研究者採用質性個案研究法,於北美中西部的一個大學城(居民多以英文為主要語言)追蹤四位四至八歲雙語(中英文)兒童的中文學習情形。本研究採用觀察、訪談、與文件分析為主要的資料蒐集方式,並採用持續比較法來分析及歸納資料。研究者亦擔任這四位兒童的中文教師,每週與他們會面兩至三小時,教授中國語言與文化。因為本身的生活經驗與文化傳承,這四位兒童在他們的日常與學習環境(如家庭、學校、社區、與中文學校)中有機會接觸兩組(中文與英文)文化與文字符號。本研究結果顯示這四位兒童在於他人的互動中,常藉由熟悉的文字符號來表達他們對既存事物的觀感,或另創新意。而在此過程中,他們也學習到在他們所處的兩個社會及文化的一些價值觀、規範、及不同語言的用法。這些對雙文化與雙語文的認知及經驗使得這些孩童能夠攸遊地在不同的社會情境中學習不同的知識,並在不同的情境中,靈活的運用並且轉換新的資訊。 |
| 英文摘要 | Framed within sociocultural views of language and literacy learning, I employed a qualitative case study approach to examine the nature of bilingual and biliteracy learning process of four young ethnic Chinese children living in a community where mainstream American culture and English predominated. I used observations, interviews, and analysis of documents to collect data over a 3.5-year period at a community-based, weekend mother tongue (Chinese) class where I was also the teacher of my research participants. A constant comparison approach was used to analyze and interpret the data gathered. Because of their heritage and life experiences, these children had access to two sets of cultural and linguistic resources in both minority (home and the weekend mother tongue school) and dominant (community where they lived and school they attended daily) sociocultural contexts. Findings from this research revealed that meaning making began when these children responded to existing or created texts while involved in linguistic engagements, and through this process these young learners acquired culturally specific knowledge. Experiences with and exposure to these two sets of specifics enabled children to transfer knowledge they acquired in one context to the other across sociocultural borders. Finally, within the context of the classroom, these children also experimented with different ways of meaning making, drawing knowledge they possessed from both contexts to create new meaning, from which new specifics were generated. |
本系統中英文摘要資訊取自各篇刊載內容。