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    Language-in-Education Planning and Bilingual Education at the Elementary School in Taiwan

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    Author
    Chun, Chen-Cheng
    Issue Date
    2006
    Keywords
    language-in-education planning
    bilingual education
    school-based language policy
    language shift
    Han-centrism
    Taiwan
    Advisor
    Ruiz, Richard
    Committee Chair
    Ruiz, Richard
    
    Metadata
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    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    Language issues, often linked with ideas of history, sentiment, identity, ideology, maintenance, revitalization, minority, and indigenous peoples, are raised constantly in Taiwan. This study focused on examining issues related to language planning and bilingual education at the elementary school level in Taiwan. The research purposes were: 1) to examine the current language education practices in the elementary school by employing perspectives of language planning and bilingual education in Taiwan; and 2) to make recommendations about the current language planning and policy of Taiwan with respect to elementary school language education. There were 123 participants involved in this study. They were elementary school language teachers, language professionals, and parents. Data collection began in the winter of 2004 and continued through the summer of 2005. The research context was elementary school language education. Transcripts and questionnaires were the primary sources for data analysis. Five major phenomena with respect to elementary school language education in Taiwan were found. First, there was no systematic language planning for the present elementary school language education in Taiwan. Second, the three language subjects, Mandarin, English, and Dialects, within the Language Arts area were seen as independent courses without any interdisciplinary integration. Third, parental decisions about the prior order of language learning were structured upon a profound process related to language ideology and instrumentalism. Fourth, the elementary school language curriculum was guided by the concept of Han-centrism. Fifth, because of the phenomenon of language shift, Mandarin has become most children's mother tongue rather than the local languages. Based on the five findings, I suggest that first, team teaching is helpful for elementary school language teachers to integrate children's learning of different languages. Second, parents, language professionals, and language teachers should have more opportunities to communicate with each other about children's language learning. Third, language planners should bear the Han-centric phenomenon in mind, especially when considering issues of educational resources and opportunities and social justice. Fourth, the definition of mother tongues needs to be redefined. Fifth, it is important for every elementary school to develop its own school-based language policy.
    Type
    text
    Electronic Dissertation
    Degree Name
    PhD
    Degree Level
    doctoral
    Degree Program
    Language, Reading & Culture
    Graduate College
    Degree Grantor
    University of Arizona
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