英文摘要 |
Taiwan’s implementation of language education for immigrant had its policy value. In this study, a questionnaire survey was used to collect data from 260 elementary school teachers through convenient sampling to analyze the factors that teachers perceived the possible effectiveness of students in learning immigrant languages. The conclusions obtained were as follows: (1) The teacher believed that the possible effectiveness was the higher the motivation for students to learn the immigrant language, the better the interest in learning the immigrant language, the ability to express the immigrant language and the multicultural attitude. (2) The teacher perceived that the higher the support attitude of the parents of the students, the better the children’s interest in learning the immigrant language, the expression ability of the immigrant language, and the multicultural attitude. (3) Teachers perceived that the more complete the school’s readiness, the higher the students’ interest in learning immigrant languages, and the school’s readiness was not significantly related to the immigrant’s language expression ability and multicultural attitudes. (4) Teachers perceived that the immigrant language policy, including curriculum planning, teacher adequacy, teaching materials and assess-ment planning, and the possible effectiveness of learning the immigrant language were not significantly related. The contribution of this research lied in the discovery that the more complete student motivation, parental support attitude and school readiness, the more effective students can learn in the immigrant language. In response to the conclusions, specific suggestions were made. |