Language maintenance through primary school education: the case of Daighi
Item statusRestricted Access
Embargo end date10/06/2023
Ongoing language shift to Taiwanese Mandarin is a pressing concern in Taiwan. With the concerns of losing the rich linguistic and cultural assets of Taiwan’s multilingual society, this study sets out to explore the language maintenance endeavours in primary schools, focusing on Daighi. Exploration of language attitudes is the angle this study adopts to approach language shift, looking specifically at whether language attitudes are promoted through the mandatory local languages class at primary school level. However, a large piece of the picture would be missed without the evaluation of the context, which is crucial to understand Daighi’s position. Sociocultural theory is then adopted as an analytical lens to view teachers’ practices as mediated actions, and to make visible the impact of context in Daighi maintenance. Interviews are used to explore the insights of the frontline Daighi teachers, and Daighi classes of these teachers are observed to investigate their practices, and to match these with their perceptions. In spite of the good teaching practices found at schools and attitudes to support language maintenance, there is still a gap in terms of actual language maintenance, which is defined as developing students to become functional bilinguals (Li Wei, 2006). It is possible that language maintenance is not best achieved by focusing on classroom practice alone. The Discussion Chapter then presents the mediators from global level, national level to classroom, students and teacher agency. Language policy, educational system, and perceived language attitudes of the government, local authority, school, colleagues, family and students emerge as influential mediators that contribute to the ongoing language shift to Taiwanese Mandarin. This study provides an analytical insight into Taiwanese local language education and language attitudes. Through engaging with the teachers, it also inspired critical reflections of their own practices. The findings of this study demonstrate an in-depth understanding of Daighi maintenance and shift, and provide a starting point for further research in Daighi, and in the area of language maintenance in multilingual settings.
Showing items related by title, author, creator and subject.
Feedback in Intelligent Computer-Assisted Language Learning and Second Language Acquisition: A study of its effect on the acquisition of French past tense aspect using an Intelligent Language Tutoring System Hanson, Ruth Mary (2008)Questions surrounding the impact of feedback in response to learner error are of interest in the fields of both Second Language Acquisition (SLA) and Intelligent Computer-Assisted Language Learning (ICALL). Current ...
Investigation into the differential effects of subtitles (first language, second language, and bilingual) on second language vocabulary acquisition Li, Mingyue (The University of Edinburgh, 2016-07-01)Video recordings can be subtitled in three ways: with first language (L1) subtitles, with second language (L2) subtitles, or with first language plus second language (bilingual or L1+L2) subtitles. The first two types ...