賽德克族高齡者參與代間沉浸式族語教學方案歷程之研究

A Study on the Process of Seediq Elderly Participation in an Intergenerational Immersive Indigenous Language Teaching Program

隨著社會的變遷，許多原住民族的語言和文化正面臨消失的危機，賽德克族語被UNESCO列為「脆弱」等級，僅15%的年輕世代能流利使用，凸顯復振工作的迫切性，因此族語的學習和傳承至為重要。本研究旨在探討賽德克族高齡者參與代間沉浸式族語教學方案之歷程。本研究採用質性研究方法，透過半結構式訪談，於南投縣仁愛鄉德鹿谷文化健康站訪談三位65歲以上參與代間沉浸式族語教學方案之高齡者。訪談構面聚焦其參與動機、參與歷程之挑戰與因應，及學習效益。研究結果顯示：（1）受訪者的參與動機源於族語流失危機感與文化認同責任；（2）參與歷程中受訪者面臨識字受限、動作緩慢與體力不足之挑戰，因應方法為透過聽覺學習、轉為指導角色與善用文化知識來加以改善；（3）受訪者的學習效益包括強化對族語的認同感、促進代間共學與共融、強化文化使命感。

With the changes in society, many Indigenous languages and cultures are facing the crisis of extinction. Seediq, classified as ''vulnerable'' by UNESCO, is fluently spoken by only 15% of its younger generation, underscoring the urgency of revitalization efforts. Therefore, it makes the learning and transmission of Indigenous languages crucial. This study aims to explore the process of Seediq elders' participation in an intergenerational immersive indigenous language teaching program. A qualitative research method was adopted, using semi-structured interviews to collect data. Three elderly participants,aged 65 and above,who participated in the intergenerational immersive language teaching program at the Delugu Cultural and Health Station in Ren’ai Township, Nantou County, were interviewed.The interview focused on their motivations for participation, learning experiences, and perceived benefits. The findings revealed that:(1)The participants' motivation stemmed from a sense of urgency regarding language loss and a responsibility for cultural identity. (2)During the learning process, they encountered challenges such as literacy limitations, slow movement, and physical constraints. They addressed these difficulties by relying on auditory learning, adapting their roles as mentors, and leveraging their cultural knowledge. (3)The learning benefits included strengthened identification with their Indigenous language, enhanced intergenerational learning and integration, and a reinforced sense of cultural mission.