客華雙語教學之數學課室言談分析與教學挑戰

The Hakka-Mandarin Bilingual Instruction in the Math Classroom: A Discourse Analysis and Its Pedagogical Challenges

為發展客語與華語同為雙語教學媒介語之可能性，本研究針對客 華雙語教師於數學課中的教學語言現象進行言談分析，目的在於檢驗 客華雙語教學的課室言談現象與教學挑戰。此研究以高雄市美濃區的 三所小學為場域，共 3 名老師及 61 名三年級學生參與。研究發現，在 師生對話中，教師發話率皆超過六成，當學生發話主要以反饋話輪為 主時，大多不超過兩個話輪；再者，學生的客語使用主動性低，在客 語輸入理解能力上優於輸出表達，所以，在課室中即便教師以客語提 問，學生的回應仍以華語為主。根據以上發現，我們認為，若欲使客 語成為數學科的教學媒介語之一，達成客語復振的理想，那麼應該發 展出合宜的客語及華語雙語教學語用策略，賦予客語新的社群功能， 並創新客語的使用空間及語域。

In order to develop the possibility of applying both Hakka and Mandarin as the medium of instruction (MOI) languages in bilingual classroom, this study focuses on classroom discourse analysis in the Hakka-Mandarin bilingual math class. The research purpose is to examine the Hakka-Mandarin bilingual teachers'' classroom discourse phenomena and their bilingual pedagogical challenges. Participants included 3 teachers and 61 third-grade students in Meinong District, Kaohsiung City. The study found that the speaking rate from teachers was over 60% in teacher-student classroom discourse. When students talked, they mainly used backchannel turn and their times of turn takings were less than two. Students were not actively in speaking Hakka and their Hakka input comprehension was better than their output performance. Therefore, when teachers spoke Hakka to them, they would choose to respond in Mandarin. Based on these findings, if we would revitalize Hakka language and use Hakka as one of MOI language, we should develop useful pragmatic Hakka-Mandarin bilingual teaching strategies, expand new social function for Hakka, and create new language domain and register for Hakka.