The author reports findings of multicultural citizenship education from a two-year in-depth study of indigenous principals and teachers in local elementary schools. Data were gathered and analyzed using a conceptual f...The author reports findings of multicultural citizenship education from a two-year in-depth study of indigenous principals and teachers in local elementary schools. Data were gathered and analyzed using a conceptual framework that consisted of a multicultural citizenship based on the liberal theoretical perspective. The results indicate that indigenous educators face dilemmas in being cultural elites while considered national education policy implementer. Findings illustrate that indigenous elementary school educators are expected to possess differentiated-group privileges in teaching practices; however, they are confronted with both internal restrictions and external protections during establishing of ethnic cultural identity while playing their roles in the national educational apparatus. The paper also gives conclusions and suggestions for future researches.展开更多
With the spread of globalization and information technology, the status of English as a lingua franca worldwide is undisputable. Consequently, the impact of globalization on ELT （English language teaching） is phenom...With the spread of globalization and information technology, the status of English as a lingua franca worldwide is undisputable. Consequently, the impact of globalization on ELT （English language teaching） is phenomenal. In responding to the impact of global competitors and internationalization, English teaching is often regarded as a principal issue in education. English education is treated as a tool to keep up with the rapid globalization of the world economy. Discussing ELT in Taiwan as an example, this paper aims to raise caution among the periphery educators that under the impact of globalization, the imposition of western culture and language via ELT could be potentially hegemonic and harmful to the local culture and language. This paper will be organized into three parts. Firstly, the impact of globalization on the dominance of English will be discussed. Secondly, the potential threats of linguistic hegemony via ELT will be analyzed. Thirdly, proactive solutions to the hegemonic threats of ELT are proposed as the key to ride out the wave of globalization.展开更多
Because women in Taiwan have had more and more opportunities to receive higher education and engage in different kinds of work, they have had developed increasingly higher standards for their marriage partners. Men wh...Because women in Taiwan have had more and more opportunities to receive higher education and engage in different kinds of work, they have had developed increasingly higher standards for their marriage partners. Men who are in the lower socioeconomic working classes such as those who work in agriculture, or fishing, or who are disabled can no longer compete in local marriage market. As a result, these men have begun to look for their brides from other countries to continue the family line, do the housework, and take care of their parents-in-law. In addition to the fact that these foreign brides are often young and from rural areas, language barriers and cultural differences make it difficult for them to raise and educate their children in Taiwan. The inability of these brides often leads to a higher percentage of children who are developmentally delayed, have poor pronunciation, behavior problems, and low academic achievement. Governmental agencies and schools recognize these issues and have tried to help foreign-born mothers take better care of their children. However, there are several influential factors that can limit the cooperative motivation of these foreign-born mothers, including language barriers, parenting stresses, low socioeconomic status, and cultural limitations. Therefore, governmental agencies and related professionals must take these factors into consideration to provide comprehensive services and a better learning environment.展开更多
This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt Engl...This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt English education and policy toward globalization. First of all, the two initiated mandatory elementary English education and then acknowledged the significance of English CLT （Communication Language Teaching）. Thus, curriculum and policy for English education based on globalization oriented to the introduction of English native speakers and English-only classes. Based on these situations, Korea created EPIK （English Program in Korea） and NEST （Native English Speaking Teacher） respectively for inviting English native teachers. In the similar educational conditions, the recognitions of elementary school students of Korea and Taiwan regarding on English-only classes by native English speakers showed the relatively meaningful results. Compared with Taiwan Residents students, first, Korean students have greater ability in understanding of English-only class. Second, Korean students respond that native English speaking teachers＇ class helps them improve English better. Third, Korean students tend to use Korean and English together to improve their understanding. Fourth, Korean students respond English-only class reduces fear about English. Fifth, Korean students experience less difficulties in communicating with native English speaking teachers due to culture differences. Korean elementary students relatively have a higher understanding rate about native English speaking teacher＇s class.展开更多
文摘The author reports findings of multicultural citizenship education from a two-year in-depth study of indigenous principals and teachers in local elementary schools. Data were gathered and analyzed using a conceptual framework that consisted of a multicultural citizenship based on the liberal theoretical perspective. The results indicate that indigenous educators face dilemmas in being cultural elites while considered national education policy implementer. Findings illustrate that indigenous elementary school educators are expected to possess differentiated-group privileges in teaching practices; however, they are confronted with both internal restrictions and external protections during establishing of ethnic cultural identity while playing their roles in the national educational apparatus. The paper also gives conclusions and suggestions for future researches.
文摘With the spread of globalization and information technology, the status of English as a lingua franca worldwide is undisputable. Consequently, the impact of globalization on ELT （English language teaching） is phenomenal. In responding to the impact of global competitors and internationalization, English teaching is often regarded as a principal issue in education. English education is treated as a tool to keep up with the rapid globalization of the world economy. Discussing ELT in Taiwan as an example, this paper aims to raise caution among the periphery educators that under the impact of globalization, the imposition of western culture and language via ELT could be potentially hegemonic and harmful to the local culture and language. This paper will be organized into three parts. Firstly, the impact of globalization on the dominance of English will be discussed. Secondly, the potential threats of linguistic hegemony via ELT will be analyzed. Thirdly, proactive solutions to the hegemonic threats of ELT are proposed as the key to ride out the wave of globalization.
文摘Because women in Taiwan have had more and more opportunities to receive higher education and engage in different kinds of work, they have had developed increasingly higher standards for their marriage partners. Men who are in the lower socioeconomic working classes such as those who work in agriculture, or fishing, or who are disabled can no longer compete in local marriage market. As a result, these men have begun to look for their brides from other countries to continue the family line, do the housework, and take care of their parents-in-law. In addition to the fact that these foreign brides are often young and from rural areas, language barriers and cultural differences make it difficult for them to raise and educate their children in Taiwan. The inability of these brides often leads to a higher percentage of children who are developmentally delayed, have poor pronunciation, behavior problems, and low academic achievement. Governmental agencies and schools recognize these issues and have tried to help foreign-born mothers take better care of their children. However, there are several influential factors that can limit the cooperative motivation of these foreign-born mothers, including language barriers, parenting stresses, low socioeconomic status, and cultural limitations. Therefore, governmental agencies and related professionals must take these factors into consideration to provide comprehensive services and a better learning environment.
文摘This study is a comparative research regarding English-only classes by native English speakers at the elementary schools in two countries, Korea and Taiwan. These two countries tried to introduce as well as adapt English education and policy toward globalization. First of all, the two initiated mandatory elementary English education and then acknowledged the significance of English CLT （Communication Language Teaching）. Thus, curriculum and policy for English education based on globalization oriented to the introduction of English native speakers and English-only classes. Based on these situations, Korea created EPIK （English Program in Korea） and NEST （Native English Speaking Teacher） respectively for inviting English native teachers. In the similar educational conditions, the recognitions of elementary school students of Korea and Taiwan regarding on English-only classes by native English speakers showed the relatively meaningful results. Compared with Taiwan Residents students, first, Korean students have greater ability in understanding of English-only class. Second, Korean students respond that native English speaking teachers＇ class helps them improve English better. Third, Korean students tend to use Korean and English together to improve their understanding. Fourth, Korean students respond English-only class reduces fear about English. Fifth, Korean students experience less difficulties in communicating with native English speaking teachers due to culture differences. Korean elementary students relatively have a higher understanding rate about native English speaking teacher＇s class.
