Aboriginal and Han People in Classrooms: Discourse Styles between Teachers and Young Children with Different Ethnic Backgrounds
Author: Pyng-Na Lee(Department of Early Childhood Education, National University of Tainan), Sheng-Hsi Lin(Department of Early Childhood Education, National University of Tainan)
Vol.&No.：Vol. 58, No. 4
Date：December 2013
Pages：165-195
DOI：10.6209/JORIES.2013.58(4).06
Abstract：
This study explored classroom discourses between teachers and young children with different ethnic groups, adopting an ethnographic approach as the qualitative method. Data were collected from (1) a Han teacher and aboriginal children in a Paiwan tribe; and (2) a Painanese teacher and Han children in a Han area. The results indicated that in the class of the Han teacher, the discourse styles of the aboriginal children included short sentences and interpolating Paiwanese nouns. The aboriginal children were unfamiliar with speaking alone in front of people, and multiple children spoke over each other in group situations. If the aboriginal children had varied media, such as their own drawings, they could express themselves; when they discussed their daily lives based on these drawings, other children frequently participated, generating a story that varied between reality and fabrication. However, the Han teacher tended to pull the children back to reality. By contrast, the discourse style of the aboriginal teacher in the Han area included unique syntax, a topic-associating style, and interpolated Hokenese. Most of the questions asked were open-type questions. It was unclear if those questions were meant to allow the children to explore the intentions of the teacher; little context and few hints were provided for such questions, causing the children to randomly guess the answers. If the questions related to the experiences of the children, the aboriginal teacher provided them opportunities for social construction and peer scaffolding. Moreover, the discourses of the aboriginal teacher in the Han area were frequently over-extended or tangential; thus, the answers to such questions were postponed, or no conclusions were provided.
Keywords：
aboriginal education, aboriginal teacher, classroom discourse, cross-culture, Han teacher
《Full Text》
References：
- 李亦園（1982）。臺灣土著民族的社會與文化。臺北市：聯經。【Li, Y.-Y. (1982). The society and culture of aboriginal groups in Taiwan. Taipei, Taiwan: Linking.】
- 李文成（1996）。其實你不懂我們的心－台族群特性與文化差異對原住民學生的學習影響。山海文化雙月刊，14，44-47。【Li, W.-C. (1996). You don’t understand our hearts－The influence of aboriginal identity and cultural diversity on aborigibal students’ learning. Taiwan Indigenious Voice Bimonthly, 14, 44-47.】
- 周德禎（2000）。排灣族國民小學與其社區互動關係之研究。屏東師院學報，13，353-372。【Chou, D.-J. (2000). Research on the interaction between a Paiwan elementary school and its community. Journal of Pingtung Teachers College, 13, 353-372.】
- 紀惠英、劉錫麒（2000）。泰雅族兒童的學習世界。花蓮師院學報，10，65-100。【Ji, H.-Y., & Liu, S.-L. (2000). The learning world of Atayal children in elementary schools. Journal of National Hualien Teachers College, 10, 65-100.】
- 高傳正（2009）。幼稚園實施原住民教育初探－以台北縣與花蓮縣幼稚園實施原住民教育現況為例。教育與多元文化研究期刊，1，95-140。【Kao, C.-C. (2009). The implementation of aboriginal education in kindergarten. Journal of Educational and Multicultural Research, 1, 95-140.】
» More
- 李亦園（1982）。臺灣土著民族的社會與文化。臺北市：聯經。【Li, Y.-Y. (1982). The society and culture of aboriginal groups in Taiwan. Taipei, Taiwan: Linking.】
- 李文成（1996）。其實你不懂我們的心－台族群特性與文化差異對原住民學生的學習影響。山海文化雙月刊，14，44-47。【Li, W.-C. (1996). You don’t understand our hearts－The influence of aboriginal identity and cultural diversity on aborigibal students’ learning. Taiwan Indigenious Voice Bimonthly, 14, 44-47.】
- 周德禎（2000）。排灣族國民小學與其社區互動關係之研究。屏東師院學報，13，353-372。【Chou, D.-J. (2000). Research on the interaction between a Paiwan elementary school and its community. Journal of Pingtung Teachers College, 13, 353-372.】
- 紀惠英、劉錫麒（2000）。泰雅族兒童的學習世界。花蓮師院學報，10，65-100。【Ji, H.-Y., & Liu, S.-L. (2000). The learning world of Atayal children in elementary schools. Journal of National Hualien Teachers College, 10, 65-100.】
- 高傳正（2009）。幼稚園實施原住民教育初探－以台北縣與花蓮縣幼稚園實施原住民教育現況為例。教育與多元文化研究期刊，1，95-140。【Kao, C.-C. (2009). The implementation of aboriginal education in kindergarten. Journal of Educational and Multicultural Research, 1, 95-140.】
- 郭李宗文、吳佩芳（2011）。臺東縣原住民學童數學學習相關因素之初探－國小一年級教師的觀點。美和學報，30（1），75-92。【Kuo, L. T.-W., & Wu, P.-F. R. (2011). Preliminary study on the relative factors of the indigenous children’s mathematical learning in Taitung county: Based on the first grade teacher’s perception. Journal of Meiho University, 30(1), 75-92.】
- 郭玉婷、譚光鼎（2002）。泰雅族青少年學習式態之探討。教育研究資訊，10（3），149-165。【Gou, G.-T., & Tang, G.-D. (2002). The qualitative study of Atayal adolescents’ learning styles. Educational Research & Information, 10(3), 149-165.】
- 黃志賢（2001）。原住民學生利用代數方法解題之研究。原住民教育季刊，21，17-37。【Huang, Z.-X. (2001). A study of aborigional students’ mathematics resolution with algebra. Aboriginal Education Quarteily, 21, 17-37.】
- 黃志賢（2002）。原、漢學生推理思考差異之研究。原住民教育季刊，25，19-41。【Huang, Z.-X. (2002). A study of divergience between Han and aborigional students’ deduction abilities. Aboriginal Education Quarterly, 25, 19-41.】
- 黃宣範（2008）。語言、社會與族群意識。臺北市：文鶴。【Huang, S.-F. (2008). The conciousness of language, society and ethnic group. Taipei, Taiwan: Crane.】
- 黃順利（1999）。師生原漢族別、師生互動與國小學童成績關連性之因果機制。原住民教育研究，2，15-31。【Huang, S.-L. (1999). The relation among teacher’s and children’s ethnic group, interaction, and elementary children’s academic performance. Aboriginal Education Research, 2, 15-31.】
- 陳向明（2004）。社會科學質的研究。臺北市：五南。【Chen, X.-M. (2004). The qualitative method in social science. Taipei, Taiwan: Wu-Nan Book.】
- 陳麗華、劉美慧（1999）。花蓮縣阿美族兒童的族群認同發展之研究。花蓮師院學報，9，177-226。【Chen, L.-H., & Liu, M.-H. (1999). The development of ethnic identity among Amis children in Hualien county. Journal of National Hualien Teachers College, 9, 177-226.】
- 曾士芬（2003）。排灣語之重疊現象亦為加綴現象（未出版碩士論文）。國立中正大學，嘉義縣。【Zeng, D.-F. (2003). Reduplication as affixation in Paiwan (Unpublished master’s thesis). National Chung Cheng University, Chiayi County, Taiwan.】
- 傅仰止（1994）。臺灣原住民困境的歸因解釋：比較漢人觀點與原住民觀點。中央研究院民族學研究所集刊，77，35-87。【Fu, Y.-C. (1994). The socioeconomic plight of Taiwan’s native Austronesian-speaking peoples: Squaring the accounts of Han Chinese and native peoples. Bulletin of the Institute of Ethnology Academia Sinica, 77, 35-87.】
- 詹家怡（2005）。山地部落原住民教育發展的困境與契機。教師之友，46（3），111-118。【Zhan, J.-Y. (2005). The difficulties and turning point of educational development in aborigines of mountainous regions. Teacher’s Friend, 46(3), 111-118.】
- 蔡敏玲（2009）。假日生活的演出、編織與共構：泰雅幼兒的經驗敘說。教育研究集刊，55（4），29-64。【Tsai, M.-L. (2009). The performance, weaving and co-constreuction of life: Atayal children’s personal narratives. Bulletin of Educational Research, 55(4), 29-64.】
- 譚光鼎（1997）。族群關係與教育。花蓮師院學報，7，265-288。【Tang, G.-D. (1997). Ethnicity and education. Journal of National Hualien Teachers College, 7, 265-288.】
- 譚光鼎、林明芳（2002）。原住民學童學習式態的特質－花蓮縣秀林鄉泰雅族學童之探討。教育研究集刊，48（2），233-261。【Tang, G.-D., & Lin, M.-F. (2002). Traits of learning styles of aboriginal children－A study on Atayal children in Hualien county. Bulletin of Educational Research, 48(2), 233-261.】
- 譚光鼎、張如慧（2009）。蘭嶼中學原住民文化課程現況之探究：原住民社區本位課程分析觀點。當代教育研究，17（1），75-106。【Tang, G.-D., & Chang, J.-H. (2009). Indigenous cultural curriculum in Lan-Yu high school: The analysis from the perspective of indigenous community-based curriculum. Contemporary Educational Research Quarterly, 17(1), 75-106.】
- 蘇船利（2006）。教室內的原漢文化差異。師友月刊，470，36-39。【Su, C.-L. (2006). The cultural diversity of aborigine and Han in classroom. The Educator Monthly, 470, 36-39.】
- Cazden, C. B.（1998）。教室言談：教與學的語言（蔡敏玲、彭海燕，譯）。臺北市：心理。（原著出版於1988年）【Cazden, C. B. (1998). Classroom discourse: The language of teaching and learning (M.-L. Tsai & H.-Y. Peng, Trans.). Taipei, Taiwan: Psychological. (Original work published 1988)】
- Au, K. H. (1993). Literacy instruction in multicultural settings. Orlando, FL: Harcourt Brace.
- Buzzelli, C. A. (1996). The moral implications of teacher-child discourse in early childhood classrooms. Early Childhood Research Quarterly, 11(4), 515-534. doi:org/10.1016/S0885-2006 (96)90020-4
- Castanheira, M., Crawford, T., Dixon, C., & Green, J. (2000). Interactional ethnography: An approach to studying the social construction of literate practice. Lingustics and Education, 11(4), 353-400. doi:org/10.1016/S0898-5898(00)00032-2
- Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222-251. doi:org/10.3102/00346543049002222
- Eades, D. (1994). A case of communicative clash: Aboriginal English and the legal system. In J. Gibbon (Ed.), Language and the law (pp. 234-264). London, UK: Longman.
- Foster, M. (1989). “It’s cookin’ now”: A performance analysis of the speech events of a black teacher in an urban community college. Language in Society, 18(1), 1-29. doi:org/10.1017/S004740 4500013257
- Foster, M. (1995). Talking that talk: The language of control, curriculum, and critique. Linguistics and Education, 7(2), 129-150. doi:org/10.1016/0898-5898(95)90004-7
- Gay, G. (2000). Cultural responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.
- Guzzetti, B., & Hynds, C. (1998). Perspectives on conceptual change. Mahwah, NJ: Lawrence Erlbaum Association.
- Heath, S. B. (1983). Ways with words: Language, life and work in communities and classrooms. Cambridge, UK: Cambridge University Press.
- Heath, S. B. (1988). Questioning at home and at school: A comparative study. In G. Spindler (Ed.), Doing the ethnography of schooling (pp. 102-131). Prospect Heights, IL: Waveland Press.
- Hutnik, N. (1991). Ethnic minority identity. New York, NY: Oxford University Press.
- Kolb, D., & Fry, R. (1975). Towards and applied theory of experiential learning. In C. Cooper (Ed.), Theory of group processes (pp. 33-58). London, UK: Wiley.
- Lovelance, S., & Wheeler, T. R. (2006). Cultural discontinuity between home and school language socialization patterns: Implication for teachers. Education, 127(2), 303-309.
- Mehan, H. (1979). Learning lessons. Cambridge, MA: Harvard University Press.
- Michaels, S. (1981). Sharing time: Children’s narrative styles and differential access to literacy. Language in Society, 10(3), 423-442. doi:org/10.1017/S0047404500008861
- Okpewho, I. (1992). African oral literature: Backgroung, character, and continuity. Indianapolis, IN: Indiana University Press.
- Philips, S. (1985). Participant structures and communicative competence: Warm springs children in community and classroom. In C. Cazden, V. John, & D. Hymes (Eds.), Functions of language in the classroom (pp. 370-394). Prospect Heights, IL: Waveland Press.
- Schultz, J., Florio, S., & Erickson, F. (1982). Where’s the floor? Aspects of the cultural organization of social relationships in communication at home and at school. In P. Gilmore & A. Glatthorn (Eds.), Ethnography and education: Children in and out of school (pp. 88-123). Washington, DC: Center for Applied Linguistics.
- Sharifian, F. (2001). Schema-based processing in Australian speakers of aboriginal English. Language and Intercultural Communication, 1(2), 120-134. doi:org/10.1080/147084701086680 68
- Sharifian, F. (2006). A cultural-conceptual approach and world Englishes: The case of aboriginal English. World Englishes, 25(1), 11-22. doi:10.1111/j.0083-2919.2006.00444.x
- Sharifian, F. (2010). Cultural conceptualizations in intercultural communication: A study of aboriginal and non-aboriginal Australians. Journal of Pragmatics, 42(12), 3367-3376. doi:org/ 10.1016/j.pragma.2010.05.006
- Stairs, A. (1994). Indigenous ways to go to school: Exploring many vision. Journal of Multilingual and Multicultural Development, 15(1), 63-76. doi:org/10.1080/01434632.1994.9994557
- Trueba, H. T. (1989). Raising silent voices: Educating the linguistic minorities for the 21st century. New York, NY: Newbury House.
- Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press. (Original work published 1934)
- Wolfram, W., Adger, C. T., & Christian, D. (1999). Dialects in schools and communities. Mahwah, NJ: Lawrence Erlbaum Associates.