雙語讀寫的力量──重新學習臺灣語言認同的大學課程實踐

The Power of Biliteracy: A College Curriculum Practice for Relearning Taiwanese Language Identity

雙語讀寫有助於提升讀寫意識、擴充語言地位及鞏固認同，應當融入各級教育，以促進多元文化與認同。臺灣有豐富多元的族群語言文化，但是華語為主的單語教學，難以讓學習者體會母語和多元文化的重要性。為了促進大學課堂語言多樣性，本研究以大學的「臺灣文學概論」課程修課學生為研究主體，透過創作華臺雙語「認同文本」（identity text, Cummins and Early 2011）和短篇文本翻譯的方式，將臺語和臺語文融入課堂當中，實踐華臺雙語讀寫。本研究回應如下研究問題︰華臺雙語讀寫課程設計，如何影響學生的臺語語言意識形態和認同？課程安排引領學生了解臺灣文學發展的各階段特色，透過主題式作品賞析、課堂活動與微作業，應用雙語雙文概念，讓學生以臺語引介文本、從事雙文創作，發展學生對臺語讀寫的新理解與認同。研究結果顯示，學生將語言和認同投入於文本創作中，雙語讀寫實作的確能夠提升對臺語的正面理解，也能促進多元文化認同，體會尊重多元差異的力量。本研究藉由跳脫單語窠臼，期許在華語、臺語單語沈浸課程模式外，開發雙語並行的跨語言實踐路線。

Biliteracy learning is beneficial for raising literacy ideology, developing language status, and strengthening identity. For the promotion of language diversity in college classroom, this study practices Mandarin-Taiwanese biliteracy in terms of creating bilingual “identity text” (Cummins and Early 2011) and translation assignments. The study responds to the following research question: How does a curriculum design on Mandarin-Taiwanese bilingual literacy impact learners’ ideology and identity of Taiwanese language? The curriculum design thematically substantiates bilingual text through close reading of literature works, classroom assignments, and individual and group activities. The research results show that biliteracy practices do enhance positive understanding of the Taiwanese language. Students invest language and identity in text creation, which can promote multicultural identity and feel the power of respecting diversity. The article tends to contribute to opening up a new line of biliteracy teaching other than the accustomed modes of monolingual teaching in either Mandarin or Taiwanese language.