臺灣中學生國際教育面向與全球素養關聯：華語與本土語使用者的比較

Relationship between International Education and Global Competence of Taiwanese Students with Mandarin and Native Language Speakers.

本研究探討臺灣中學生華語與本土語使用者分布與全球素養表現，以及嘗試探討國際教育三面向，全球議題意識、尊重多元文化、跨文化溝通意識與全球素養的關聯性。本文以描述性統計、ANOVA與迴歸分析為主要分析方法，並依據學生家庭語言區分為華語（85.2%）、台語（13.0%）、客語（0.8%）以及原住民族語（0.2%）使用者，再以國際教育作為解釋全球素養的主要變項。研究結果顯示，華語使用者全球素養表現顯著優於台語、客語與原住民族語使用者。此外，迴歸分析指出，國際教育中，尊重多元文化對於華語以及本土語使用者皆具有正向預測力。本研究建議教師與家長應提供、建立學生本土語文的使用環境，確保本土語的保留與延續；學校應重視各族群學生國際教育特質及需求。

The purpose of this research is to explore forms of global competence by Taiwanese students, and their relationship with international education. The data on Taiwan from the PISA 2018 database were analyzed through analysis of variance and regression analysis. The groups in this study were classified by student’s family language, such as Mandarin (85.2%), Taiwanese (13.0%), Hakka (0.8%) and Aboriginal languages (0.2%). The results indicate that global competence of Mandarin speakers (M=537.07, SD=84.38) outperformed those Taiwanese speakers (M=482.69, SD=85.42), Hakka speakers (M=485.51, SD=90.53) and Aboriginal language speakers (M=471.49, SD=87.77). According to the regression analysis, respect for people from other cultures were positively associated with global competence in adolescents. This study recommended that teachers and parents should provide and establish an environment for students to use native languages to ensure the retention and continuation of native languages; schools should pay attention to the international education characteristics and needs of students of all ethnic groups.