體驗區
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| 篇名 |
原住民族語師資培育之瀕危語言重建行動
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| 並列篇名 |
Indigenous Language Teacher Education and Endangered Language Reclamation Action
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| 作者 |
王前龍(Chien-Lung Wang)
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| 中文摘要 |
中小學與幼兒園原住民族語師資培育政策已走向培育青年世代成為具備中高級以上族語能力認證之合格教師，然從全球的觀點來看，臺灣各原住民族語皆屬嚴重瀕危語言，僅祖父母輩會說，而父母輩與學童僅識隻字片語，但國家仍採取「正式教學型態」之復振措施以及正規之師資培育。原住民族語師資生應用國家建置於「族語E樂園網站」各式教材學習的途徑實屬「語言重建」，惟各式教材編製似假定各世代皆能在生活中說族語的「第二語言途徑」，而未附語法解析。事實上，族語師資生對文字化的族語教材已如學習「外語」，需有充足的語法知識，方能理解之。本文最後整理已推展兩年半的瀕危語言重建行動策略，一方面透過參加演說比賽等方法加強口說與寫作能力，另方面透過理解國家補助的原住民族語語法研究成果，來解讀各式族語文教材並錄製語法解說演練短片，再上傳專屬頻道，串聯相關師資培育大學師資生自主學習，使能通過族語能力認證門檻，培養出能教授族語課程或以族語從事族語課外的學科教學或幼兒教保活動者。
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| 英文摘要 |
The policy of Indigenous language teacher education in primary and secondary schools and kindergartens has been geared toward cultivating young generations of qualified teachers with intermediate and advanced language proficiency certification. From a global perspective, all Taiwanese Indigenous languages are seriously endangered, and parents and school children only know a few words of them. However, the government still adopts “formal teaching style” of revitalization measures and adopts formal teacher education. The way for of Indigenous languages student teachers to learn using the various materials established by the state on the “E-Paradise Website for Indigenous Languages” is truly “language reclamation.” However, various teaching materials seem to assume that all generations can speak the Indigenous language in their daily life as a “second language approach.” In fact, Indigenous language teaching materials are like learning a “foreign language” for Indigenous language student teachers, and they need to have sufficient grammatical knowledge to understand them. This article finally summarizes the action strategies for the reclamation of endangered languages that have been implemented for two and a half years: On the one hand, strengthen the speaking and writing skills by participating in speech contests and other methods. On the other hand, by understanding the results of state-subsidized Indigenous grammar research, we interpret various Indigenous language teaching materials and record grammar explanation videos. Then upload an exclusive channel to connect student teachers of relevant teacher education universities to learn automatically, enable to pass Indigenous language proficiency certification threshold, and to cultivate students who can teach Indigenous language courses or engage in subject teaching or early childhood education and care activities with Indigenous language besides Indigenous course.
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| 頁次 |
004-021
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| 關鍵詞 |
原住民族語
、師資培育
、語言重建
、嚴重瀕危語言
、indigenous languages
、teacher education
、language reclamation
、critically endangered languages
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| 卷期 |
359
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| 日期 |
202403
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| 刊名 |
教育研究月刊
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| 出版單位 |
高等教育文化事業有限公司
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| DOI |
10.53106/168063602024030359001
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