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    Title: 美國勞工階級華裔新移民家庭之語文互動模式探討
    Other Titles: Literacy Practices of Working-Class New Chinese Immigrant Families
    Authors: 謝顥音
    Contributors: 淡江大學英美語言文化學系
    Keywords: 語文互動模式;華裔勞工階級;新移民家庭;質性研究;literacy practices;Chinese new immigrants;working-class;qualitative research
    Date: 2012-08
    Issue Date: 2015-05-13 15:48:44 (UTC+8)
    Abstract: 在美國社會中,移民家庭與移民兒童的比例不斷上升,不同移民家庭的結構與文化也對教育體系產生了莫大的影響,更引發了相關研究的迫切需要。由各種弱勢族群所組成的「新移民」常被孤立於主流社會之外。在這些族群中,華裔移民常被刻版印象視為「弱勢族中的模範生」,也因此有許多華裔移民家庭父母,即使沒有足夠學歷而從事勞力工作,還是會被視為「模範生」而在教育的領域中被忽略。而當這些連在原生地都未受過完整教育的華裔勞動階級移民,進入一個以高級知識份子所組成的大學城時,不僅被孤立於美國(白人)所組織的主流社會,更被同種族的社群排除於社會互動圈之外。本研究將以此社會歷史背景為考量,進而探討勞工階級華裔新移民家庭在美國大學城裡的語文互動模式(literacy practices)。 本質性研究之資料來源,乃是為期兩年與美國東南大學城之兩個餐館家庭及所有家庭成員長期互動的經過。首先經由敘事分析法(narrative analysis)來展現這些家庭的語言互動模式,更以變焦模式途徑(zoom model approach)來系統化整合及分析資料,呈現出四種層次的故事內容:以鳥瞰角度的最上層(macro-level)所展現的是社會文化面相的語文互動;中間角度(meso-level)則探討家庭中個人的語文互動過程;進而再以更小的單位角度(micro-level),亦即情緒層面來探討家庭故事;最終由研究者將三層面串連起來(interactional-level),以研究者的角度反思其在研究過程中所佔的位置以及扮演的角色。 本研究以建構主義學派的知識架構為理論根據,運用互動人類學觀點,來將「語文互動」(literacy practices)定義為一種社會文化互動工具。此種工具引導所有家庭成員建構互動意義、呈現自我認知、以及完成社會價值目標等文化社會活動。本研究勾勒出這些家庭成員所展現之不同的語文互動型態與內涵,運用例證來展示家庭文化所造就出這些家庭成員各個不同的移民經驗。 本研究雖以美國為背景,來深度瞭解不同文化背景所可能產生的不同語文互動模式,並協助教師將來自不同文化背景及家庭的學童需要融合入課程設計中;而這也是日趨多元文化的台灣社會可借鏡的。
    LITERACY PRACTICES OF WORKING-CLASS NEW CHINESE IMMIGRANT FAMILIES With the ever-increasing number of immigrant children, and children of immigrant parentage, studies are needed that shed light on the impact on education of the structure and culture of immigrant families. The new immigrants of ethnic minorities are often isolated from mainstream society. Stereotypically seen as a “model minority,” working-class Chinese immigrants who had not achieved a high level of education before immigrating to the United States, and who now live in a highly literate rural university town are not only isolated from mainstream American society but are also separated from their own ethnic group in the community. This qualitative study inquires into literacy practices of working-class new Chinese immigrant families in a rural university town. Data collected from two years of interactions with members of two restaurant families were analyzed using narrative analysis to focus on the stories of the families. A zoom model approach was used to systematically organize and analyze data into four levels: The macro-level focused on the socio-cultural dimensions of the stories; the meso-level looked at the individual process of the stories; the micro-level examined the emotional dimension in the oral stories; and the interactional-level asks the researcher to check in on her own place in the whole process of the study. Using a constructionist epistemology with an interactional ethnographic perspective, literacy practices were seen as an interactive tool that all members of the families used in order to navigate through the social world, construct meaning, display identity, and accomplish social goals. The findings illustrate the various literacy practices of these families and provide examples that show the culture of the families shaped from their immigrant experiences. Implications can be drawn by pre-service and practicing teachers to further understand the family literacy practices of diverse groups and can help them develop curricula that include children from different cultures and families.
    Appears in Collections:[英美語言文化學系] 研究報告

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