A Study on the Policy and Practice for Multicultural Education:Taking the New Immigrants and Their Children Education as an Example
| Autor: | Ming-Fang Lee, 李明芳 |
|---|---|
| Rok vydání: | 2019 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 107 The study explores the policy and practice for multicultural education, and focuses the new immigrants and their children education in Taiwan. It adopted documentary analysis, in-depth interview, and questionnaires. The survey is conducted in January 2018 by using questionnaires. To collect the data, the sample includes 600 professional educators and new immigrants in six special municipalities. Data is analyzed by using IBM SPSS Statistics 21st edition. The subjects for in-depth interview include 17 scholars and experts, principals, new immigrants and educational administrators. The following research findings could be used as a significant reference for developing multicultural education, the education of new immigrants and their children in the future. 1. The study result shows that the public still has discrimination against new immigrants and their children. 2. The government has invested resources toward planning and establishing specific projects or phase plans and special funds such as New Immigrant Development Fund, New Immigrant Childrens Counseling Project and National New Immigrant Torch Project. Though these investments are able to help new immigrants and their children’s life education to some degree as well as promoting a multicultural understanding in the general public, we have yet to see a complete systematic and long-term policy. 3. Both new immigrants and the general public had a positive and affirmative feedback about the effectiveness of establishing one-stop services for new immigrants by the government. In addition, they also have an expectation for setting up special agencies and regulations in promoting education-related multicultural policies for new immigrants and their children by the government. 4. The study result shows that respondents and interviewees affirmed that the language curriculum in 12-year National Basic Education is a key development of the language policy and multicultural policy in Taiwan, which is beneficial to the inheritance of native language and culture of new immigrants. 5. Both educators and new immigrants believe that the future demands of multicultural education policy in this study are higher than those of current implementation, in terms of the six major dimensions such as curriculum planning, teaching materials, teacher training, inheritance of native language and culture, learning environment, and policy promotion. 6. Furthermore, the study result shows that new immigrants’ future demands for multicultural educational policy are higher than those of educators, in terms of the five dimensions such as curriculum planning, teacher training, inheritance of native language and culture, learning environment, and policy promotion. 7. The following two groups are compared: the first group is certified support staffs for teaching native language for new immigrants or new immigrants who have been teaching their native language at Taiwan’s schools; the second group is those without a certificate or teaching experiences. The result shows that future demands of multicultural educational policies perceived by the first group in this study are significantly higher than the second group, in terms of the six major dimensions. 8. The following two groups are compared: the first group is educators participating in multicultural educational studies and activities or those with completed credits; the second group is those who have not participated in educational studies or taken any credit. The awareness of the first group is significantly higher than the second group, in current situation of curriculum planning, textbook development, teacher training and learning environment. In addition, educators with study credits and those without are compared. The first group also express significantly higher demands than the second group, particularly in terms of curriculum planning, teacher training, inheritance of native language and culture, and learning environment. Furthermore, new immigrants who have participated in more than three training courses or activities have significantly higher future demands than those who have not participated in any activities. 9. The future demands for curriculum planning and teaching materials expressed by school principals are much higher than those of teachers, the team leaders and directors; and the future demands for teacher training are also higher than the team leaders and directors. 10. There are significant differences in the future demands for teaching materials, teacher training, learning environment and policy promotion perceived by educational staffs with different educational qualifications. Those with doctoral degrees express a significantly higher demand than graduates of teacher training institutions, in terms of curriculum planning, teacher training, teaching material and educational environment. In addition, new immigrants with bachelor degrees express significantly higher future demands than elementary school graduates, in terms of teaching materials. 11. For the educational staffs from the six municipalities in Taiwan, there is a significant difference in the implementation of teaching materials, teacher training, inheritance of native language and culture, learning environment, and policy promotion. In addition, there is a significant difference among educators of the six municipals in the three aspects of native language and culture inheritance, teaching materials, and teacher training; however, no significant inter-county/inter-city difference is shown. 12. In terms of the six dimensions in the new immigrants and their children education, there is no significant difference by age, years of service or nationality of new immigrants. Finally, this study proposes relevant recommendations for the policies and practices of multicultural education as a reference for the government and schools. |
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