融入社區語言景觀的母語讀寫教育

Integrating Community Linguistic Landscapes into Mother Tongue Literacy Education

臺灣的母語教育長久以來偏向口語，較少注意母語讀寫的發展，此外，學校與社區亦缺少有效的互動與連結。針對這一現状，本研究提倡以語言景觀進行結合口語與書面語的教學方法，並強調學校與社區的緊密結合。在語言教育向空間化和多模態化轉變背景下，本文將社區中普遍存在的語言景觀作為資源，設計融合語言景觀的母語讀寫教育。本研究根據Solmaz（2021）提出的四個階段教學模型：情境實踐、導向分析、創造性寫作、轉化應用，提出融入語言景觀進行母語讀寫教育的必要性，並以街道語言景觀為例，設計可供教師參考的教學設計。語言景觀讀寫教育旨在提升學生的多元素養，促進其批判思考和社會行動。在語言景觀教學法中，學生和教師共同成為社區語言景觀的探究者和實踐者。

In Taiwan, mother tongue education has primarily focused on oral language, with less emphasis on the development of reading and writing skills in the mother tongue. Additionally, there’s often limited interaction and connection between schools and communities. To address this concern, this study advocates for the use of language landscapes as a teaching method that integrates both oral and written language to strengthen the bond between school and community. In the context of the spatialization and multimodalization of language education, this paper proposes using the prevalent language landscapes in the community as a resource to design a mother tongue literacy education program. This program, based on Solmaz’s (2021) four-stage teaching model, integrates language landscapes through contextual practice, guided analysis, creative writing, and transformative application. The study highlights the necessity of incorporating language landscapes into mother tongue literacy education and provides an example of an instructional design using street language landscapes for teachers' reference. The goal of linguistic landscape literacy education is to enhance students' multi-component literacy and to foster their critical thinking and social engagement. Within this language landscape approach, both students and teachers become explorers and practitioners of the community’s language landscape.