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|Other Titles: ||An action research on applying "culturally responsive teaching" to teach immigrants' children in Taiwan|
|Authors: ||呂庭妤;Lu, Ting-Yu|
|Keywords: ||多元文化;文化回應教學;行動研究;新移民子女;國語課程;multicultural education;culturally responsive teaching;Action Research;immigrants' children;Chinese studies|
|Issue Date: ||2013-04-13 10:48:59 (UTC+8)|
In recent years, the cases of marrying immigrants in Taiwan have been increasing. New immigrants’ children are gradually becoming a significant population group in schools. However, owing to many factors, new immigrants’ children are faced with specific educational needs and problems. Their academic performances are lower than the norm. Improving immigrants’ children academic achievement is now an important issue for school teachers, educators, and educational policy makers. In some researches, it is found that the academic achievement of immigrants’ children is affected by personal, family, culture, language development and parental involvement. Immigrants’ children mostly come from socioeconomically- and culturally-disadvantaged families and their academic achievement is lower than non-immigrants’ children. Furthermore, curricula and teachers in schools usually adopt the mainstreamed cultural viewpoints. Therefore, disadvantaged students fail in learning because of cultural differences. Among all kinds of pedagogy, culturally responsive teaching can efficiently enhance disadvantaged students’ academic achievements and their interests in learning. Thus, this study, applying the action research method, adopts culturally responsive teaching on Chinese studies among immigrants’ students. Based on the research results, recommendations on adopting culturally responsive teaching are proposed.
It is found the immigrants’ children develop positive thinking when receiving the high caring, high expectation, and positive encouragement from teachers. Furthermore, the culturally responsive teaching promoted the teacher’s multicultural literacy. When we incorporate immigrant mothers’ cultures into the curricula, immigrants’ children become “experts.” They are more empowered and perform better. The relationship between the immigrant mother and the child is improved. In addition, it enhances cultural recognition of immigrants’ children towards their mothers and also promotes knowledge of their mother’s culture. Culturally responsive teaching enhances all students’ multicultural capacity to appreciate and to respect cultural diversity. Applying a variety of teaching strategies could fit in the students’ different learning styles. Connecting students’ authentic life experiences in the curriculum could arouse their learning motivation.
|Appears in Collections:||[課程與教學研究所] 學位論文|
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