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題名：Bilingual Maintenance and Bicultural Identity Development--Case Study of Second-Generation Chinese American Teachers in Southern California
書刊名：中原華語文學報
作者：胡依嘉 引用關係
作者(外文)：Hu, Yee-chia
出版日期：2015
卷期：15
頁次：頁111-159
主題關鍵詞：雙語能力；跨文化認同；案例研究；二代美籍華裔教師；Bilingual maintenance；Bicultural identity development；Case study；Second-generation Chinese American teacher
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本社會語言學研究旨在以分別任教於美國南加州主流中小學與僑校之第二代美籍華裔教師為例，就社會、文化、語言學角度，探討影響其雙語能力及跨文化認同發展。以中英雙語自評量表、問卷、訪談的方式，先檢驗七位第二代美籍華裔教師案例之雙語能力。再以「案例研究」(case study)理論架構出發，進一步歸納影響這些案例在雙語能力及跨文化認同發展的個別因素。僑民教育歷經數十年的發展，至今仍有許多當務議題。而就在此際，二代美籍華裔也已長大成人，其中並有人投身華教。本文目的即在發掘第二代美籍華裔華語/雙語教師之養成背景、學習經驗，以及他們目前擔任教職所面臨的挑戰。藉由七位教師的個案研究，佐以兩位家長、一位校長的深度訪談，本研究發現七位教師案例各憑本事地發展出華語/雙語教師的專業能力與多元文化認同。本研究為僑民教育與國際語言教育提出新的討論面向。新一代華裔教師已在雙語能力、跨文化認同、以英語為重的學習環境、社會喜好、華語教學等議題有了更多元、開放的發展，但也同時面臨因美國教育政策修改、學生學習評量方式不一，以及家長期待各異等議題所帶來的挑戰。
The purpose of this sociolinguistic study is to explore social, cultural, and linguistic factors that may contribute to the bilingual maintenance and bicultural identity development among the second-generation Chinese Americans who currently teach Chinese at the US main-stream schools and the overseas Chinese schools in southern California. This study examines Chinese and English language proficiency levels of the second-generation Chinese-American teachers in a bicultural context. The study also seeks to determine which influences led these individuals to their particular successful or unsuccessful teaching outcomes. The overseas-Chinese education (僑民教育) has been promoted for decades. While there are still many hot topics about the learning of the younger-generation overseas-Chinese, some of them already grew up and devoted themselves to bilingual teaching. What are their backgrounds? What kinds of learning experience did they have? What kinds of teaching issues are they facing? The researcher develops questionnaires and conducts multiple interviews to elicit qualitative data from seven teachers. In addition to exploring perceptions of adult decision-makers, two parents and one principal are also interviewed in this study. Through case studies, we see how these second-generation Chinese Americans present themselves and produce versions and identities to support themselves as English-Chinese bilingual teachers. This study brings up some new discussions about overseas Chinese education and international language education. It shows that these Chinese American teachers have been developing new considerations regarding bi-cultural identity, language shift, pro-English learning environment, social preference, and Chinese-teaching experience. Meanwhile however they are facing challenges brought by the changes of the American educational policies, the inconsistency of performance assessment, and the different expectations from the parents.
期刊論文
1.Medgyes, P.(1992)。Native or non-native: Who's worth more?。ELT Journal，46(4)，340-349。  new window
2.Barbour, K.、Marshall, D.(2012)。The academic online: Constructing persona through the World Wide Web。First Monday，17(9)。  new window
3.Huang, W. J.、Norman, W. C.、Ramshaw, G. P.、Haller, W. J.(2015)。Transnational Leisure Experience of Second-Generation Immigrants: The Case of Chinese-Americans。Journal of Leisure Research，47(1)，102-124。  new window
4.Li, W.、Milroy, L.(1992)。A two-step sociolinguistic analysis of codeswitching and language choice: The example of a bilingual Chinese community in Britain。International Journal of Applied Linguistics，2(1)，63-86。  new window
5.Marshall, D.(2014)。Persona studies: Mapping the proliferation of the public self。Journalism，15(2)，153-170。  new window
6.張絮茵(20101200)。美國華語教學碩士項目比較研究。臺灣華語文教學，2010(2)=9，25-33。new window  延伸查詢new window
7.胡依嘉(20091000)。雙語能力與跨文化認同之對應--以南加州兩所中文學校為例。教育資料與研究，90，105-136。new window  延伸查詢new window
會議論文
1.胡依嘉(2013)。美國僑教之挑戰與契機--以SCCCS與NCACLS會員校為例。第6屆華語文教學研討會。銘傳大學。45-59。  延伸查詢new window
2.葉憲年(2014)。海外中文教材現況。2014銘傳大學華語文教學研討會，5-10。  延伸查詢new window
研究報告
1.蘇玉龍、林志忠、李信(2008)。主要國家僑民教育政策之研究。臺北市：教育部。  延伸查詢new window
學位論文
1.Cruttenden, K. M.(1986)。A descriptive study of three ethnic Chinese schools(碩士論文)。University of California，Los Angeles。  new window
2.Li, J. J.(1995)。Heritage language retention in second-generation Chinese Americans(博士論文)。University of California，Los Angeles。  new window
3.Pak, N.(2005)。Language planning for biliteracy at a Korean American church school(博士論文)。University of Pennsylvania，Philadelphia。  new window
4.Silver, P. C.(2003)。'Our spiritual center': Language ideology and personhood at a Chinese community heritage language school(博士論文)。University of Massachusetts，Amherst。  new window
5.李戎峴(2012)。華語文師資教育之規劃與分析--以臺灣與美國為討論範圍(碩士論文)。國立高雄師範大學。  延伸查詢new window
圖書
1.舒兆民(2010)。華語文教學講義。臺北：新學林出版社。  延伸查詢new window
2.Shaughnessy, Edward L.(2005)。China: Empire and Civilization。Oxford：Oxford University Press。  new window
3.Brittain, C.(2002)。Transnational messages: Experiences of Chinese and Mexican immigrants in American schools。New York：LFB Scholarly Publishing LLC。  new window
4.Fishman, Joshua A.(1989)。Language and Ethnicity in Minority Sociolinguistic Perspective。Clevedon。  new window
5.Nunan, D.(2004)。Research Methods in language Learning。Cambridge：Cambridge University Press。  new window
6.Holler, C.、Klepper, M.(2013)。Rethinking Narrative Identity: Persona and Perspective。Amsterdam：John Benjamins Pub Co.。  new window
7.Chung, S.(2013)。Introduction of Irvine Chinese School。Los Angeles：South Coast Chinese Cultural Association。  new window
8.Duchan, J. F.(2004)。Frame work in language and literacy。New York：Guilford Press。  new window
9.Lee, E.(2003)。At America's gates: Chinese immigration during the exclusion era, 1882-1943。Chapel Hill：University of North Carolina。  new window
10.Nelson, J. L.、Palonsky, S. B.、McCarthy, M.(2013)。Critical issues in education: Dialogues and Dialectics。New York：McGraw Hill。  new window
11.Ohler, J. B.(2010)。Digital Community, Digital Citizen。Thousand Oaks, CA：Corwin。  new window
12.Cook, G.(2003)。Applied linguistics。Oxford University Press。  new window
13.Edwards, R.、Usher, R.(2008)。Globalisation & Pedagogy: Space, Place and Identity。London：New York：Routledge。  new window
14.Van Pattern, B.、Lee, J. F.(2003)。Making communicative language teaching happen。Columbus, Ohio。  new window
15.郁漢良(2001)。華僑教育發展史。國立編譯館。  延伸查詢new window
16.Baker, Colin(2001)。Foundations of bilingual education and bilingualism。Multilingual Matters Ltd.。  new window
17.García, Ofelia、Baetens, B. H.(2009)。Bilingual Education in the 21st Century: A Global Perspective。Wiley-Blackwell Pub.。  new window
其他
1.CABE(2014)。Professional Development Services，http://www.bilingualeducation.org/programs/pds.php。  new window
2.CLASS(2015)。The history，http://www.classk12.org/en/about/history。  new window
3.Weise, E.(2015)。The changing face of America's Chinese schools，http://miparentscouncil.org/。  new window
4.明居正(2012)。華僑與僑務總論，http://taiwanpedia.culture.tw/web/content?ID=100499， 2014/03/10。  new window
5.劉菲(2014)。中文學校聯合會研討緊追「共同核心」大潮，http://www.epochtimes.com/b5/14/2/17/n4084976.htm%E4%B8%AD%E6%96%87%E5%AD%B8%E6%A0%A1%E8%81%AF%E5%90%88%E6%9C%83%E7%A0%94%E8%A8%8E-%E7%B7%8A%E8%BF%BD%E3%80%8C%E5%85%B1%E5%90%8C%E6%A0%B8%E5%BF%83%E3%80%8D%E5%A4%A7%E6%BD%AE.html。  new window
圖書論文
1.Peyton, J. K.、Ranard, D. A.、McGinnis, S.(2001)。Charting a new course: Heritage language education in the United States。Heritage language in America: Preserving a national resource。Washington, D.C.：Center for Applied Linguistics and Delta System Co.。  new window
2.Braine, G.(1999)。From periphery to the center: One teacher's journey。Non-native educators in English language teaching。New York：Lawrence Erlbaum Association。  new window
3.Carreira, M.、Armengol, R.(2001)。Professional opportunities for heritage language speakers。Heritage language in America: Preserving a national resource。Washington, DC：Center for Applied Linguistics and Delta System Co.。  new window
4.Chao, H. T.(1996)。Overview。A view from within: A case study of Chinese heritage community language schools in the United States。Washington, DC：The National Foreign Center。  new window
5.Compton, C. J.(2001)。Heritage language communities and schools: Challenges and recommendations。Heritage language in America: Preserving a national resource。Washington, DC：Center for Applied Linguistics and Delta System Co.。  new window
6.Dorner, L. M.(2011)。US immigrants and two-way immersion policies: The mismatch between district designs and family experience。Immersion Education: Practices, policies, possibilities。Bristol：Multilingual Matters。  new window
7.Lindholm-Leary, K.(2011)。Student outcome in Chinese two-way immersion programs: language proficiency, academic achievement, and student attitudes。Immersion Education: Practices, policies, possibilities。Bristol：Multilingual Matters。  new window
8.Llurda, E.(2005)。Looking at the perceptions, challenges and contributions or the importance of being a non-native teacher。Non-native language teachers: Perceptions, challenges and contributions to the profession。New York：Springer。  new window
9.Pajagopalan, K.(2005)。Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research。Non-native language teachers: Perceptions, challenges and contributions to the profession。New York：Springer。  new window
10.Stenhouse, L.(1983)。Case study in educational research and evaluation。Case Study: An overview。Geelong：Deakin University Press。  new window
11.Wang, Shuhan C.、Green, Nancy(2001)。Heritage language students in the K-12 education system。Heritage Languages in America: Preserving a National Resource。Center for Applied Linguistics。  new window
12.Le Page, R. B.(1997)。A sociolinguistic theory of language。The handbook of sociolinguistics。Oxford：Blackwell Publishers Ltd。  new window
 
 
 
 
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