探究族語和班級教師在幼兒泰雅語讀本課程之合作模式

邱筠涵

摘要

本研究旨在探討原住民地區實施一周一次族語課之幼兒園，族語教師和班級教師運用泰雅讀本進行合作教學之模式、影響合作教師進行合作教學的因素以及幼兒參與讀本課程的學習成效。本研究採用多重個案研究法，邀請台灣北部地區以泰雅族為主的兩間幼兒園為研究對象，共有1位族語教師、6位班級教師、1位沉浸式鐘點族語教師與28位幼兒（平均年齡為4歲9個月）。在了解合作教師的族語讀本課程合作模式與影響合作教學的因素方面，採用質化資料分析方法，分析課堂觀察及訪談資料以發展編碼架構；在幼兒學習成效方面，採用量化資料分析方法，透過成對樣本t檢定幼兒參與讀本課程後其族語詞彙量、說族語完整句子的能力以及閱讀流暢度是否有進步。
本研究發現，第一，在學習族語為第二語言的合作教學模式中，族語教師和班級教師共發展出三種合作模式，第一種為班級教師輔助族語教師，從兩方面輔助，一是協助族語課程，共有9種輔助方式：與幼兒一起複誦、促進幼兒回應、紀錄學習歷程、管理課程秩序、協助幼兒完成任務、翻譯成華語、進行事務輔助、複習族語讀本、延伸讀本課程；二是提供族語課活動之建議。第二種為族語教師輔助班級教師，從兩方面輔助，一是回應班級教師的需求，包含提供主題課程建議、協助進行主題課程活動；二是延續班級主題活動。第三種為教師輪流運用各自專長帶領幼兒進行文本創作。族語教師修訂和翻譯劇本、擔任戲劇旁白、及發想劇本；班級教師則發想及撰寫劇本、製作道具、排練、錄製劇情；第二，影響族語教師和班級教師進行合作教學的因素共有五點，分別是具備正向的人格特質、持續溝通與互動、建立信任、豐富的教學經驗、認同和熱愛保存原住民文化；第三，在參與讀本課程後，幼兒在詞彙量和說族語完整句子的能力兩方面都有顯著進步，在閱讀流暢度上幼兒的閱讀正確率僅有一本讀本有顯著進步，然而，在閱讀速度上則兩本讀本皆有顯著進步。期待本研究可提供原住民地區之族語教師和班級教師在族語教學上合作之參考。

關鍵詞：學習第二語言、合作教學、族語讀本課程

Exploring the collaborative teaching of Indigenous language and classroom teachers in an Atayal book program for Indigenous kindergarteners

Yun-Han Ciou

Abstract

This study explores how Indigenous language teachers and classroom teachers collaborate in teaching preschoolers to read Atayal books, factors influencing their collaboration and the effect of their teaching. Adopting multiple-case study methods, we recruited two Indigenous kindergartens in northern Taiwan, including one Indigenous language teacher, six classroom teachers, one immersive hourly Atayal language teacher, and 28 preschoolers with an average age of 4 years and 9 months. The language teacher offered 50-minute reading lesson once a week and the classroom teachers provided a 10-minutes lesson to review the books 2 to 3 times a week. The program lasted for 15 weeks. We recorded lessons, totaling 11hour. We also interviewed each teacher lasting approximately 45 minutes, totaling around 6 hours. Additionally, pre- and post-tests were conducted to evaluate children’s Atayal language oral proficiency and reading accuracy.
This study found that, Firstly, in the collaborative teaching for learning an Indigenous language as a second language, Indigenous language teachers and classroom teachers developed three teaching collaboration models: (1) class teacher -led instruction with Indigenous language teacher assistance where the Indigenous language teacher assisted in two ways, First, they assist in the Atayal language lessons in nine ways: reciting lead teacher sentences , responding to the lead teacher's questions , recording children’s learning progress; classroom management, assisting preschoolers in completing tasks, translating into Mandarin, handling administrative tasks, reviewing Atayal reading books and extending book lessons; Second, they provide suggestions for Atayal language class activities. (2) Indigenous language teacher-led instruction with class teacher assistance, where the classroom teacher assisted in two ways, First, responding to the needs of classroom teachers, including providing thematic curriculum suggestions and assisting with thematic curriculum activities Second, continuing the classroom's thematic activities. (3) Teachers using their respective expertise when guiding children to create Atayal texts. The language teacher revised and translated the play script from Mandarin to Atayal, serving as a narrator when performing the play with the children, and providing suggestions for classroom teachers to help children develop the script. Meanwhile, classroom teachers engaged in guiding children to write the script, make props, rehearsal, and record the play.
Thirdly, factors attributed to successful collaborating teaching included: having positive personality traits, maintaining continuous communication and interaction, establishing trust, having extensive teaching experiences, identifying with Atayal language and culture, as well as having passion for preserving Atayal language and culture. Lastly, children made significant gains in vocabulary (p < .001) and speaking Atayal sentences (p < .001) after participating the program. In terms of reading fluency, children showed significant improvements in reading accuracy for only one of two books (p < .05) and in reading speed for both books (p < .05).

Keywords：Second language learning, collaborative teaching, Indigenous language reading program

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