Download
1 / 13
130 likes | 218 Views
Learning in Language School: Parents’ Expectation of Culture and Mandarin to the Second Generation Immigrants. Fang-Tzu Hsu, SSCE PHD student. About the Research… Parents ’ Expectation: 1.Who chose the school? 2.Similarities? Difference? Language School: 1. What kind of role?
E N D
Learning in Language School:Parents’ Expectation of Culture and Mandarin to the Second Generation Immigrants Fang-Tzu Hsu, SSCE PHD student
About the Research… Parents’ Expectation: 1.Who chose the school? 2.Similarities? Difference? Language School: 1. What kind of role? 2.More than “language”. Culture Issues
Research Questions: • Why parents send their children to language school? • What is parents 'expectation about cultural learning? • What is the outcome of students’ cultural learning? • Does what school teaches really provide the parents 'cultural need?
Themes Emerge 1.Culture-Environment Issues Interview1: Mrs. N: Yeah, just like what I said. It is environment……. It is easy for children born in this kind of environment to learn both English and Chinese!
H: I know that Erikson and Jessica speak Mandarin at home, but how about in other situation? Mrs. N: Other situation? H: Well, like playing with other kids……. Mrs. N: Oh, if other kids’ parents are from Taiwan, they would speak in Mandarin. Children are very smart. They can automatically “switch” the language they use.
2.Culture: learning style? Mrs. N: Sky language school is very strict to students, and that is why students can learn a lot from them…… Is “strict” learning style the best way? But She also says: Jessica likes her teacher. She let students play and learn Chinese together
3. Taiwanese Culture: Parent’s expectation: Mr. N: Taiwanese parents here hope their children can “touch” the culture as more as possible. So they let children learn Chinese language and Chinese martial arts. Mrs. N: I think Sky is a good school. Teachers are very concentrated on their teaching, and teach children very important values, like “respect” and “Chinese culture.”
What really happened: (1)Using Chinese phrase: Teacher: (pointed to PPT) The word “棒” is from French word “Bon Voyage”. See, it is important to link these ideas when you learn language . “舉一反三” (extend and imply the experience to other situations) is important. Even Confucius says he would not teach students who cannot “舉一反三”(5th grade)
(2)Learning Taiwanese phonetic symbols At 10:06, She wrote down examples as word-filling game in traditional Chinese : “上” and “八”. “Be careful. You have to distinguish what are phonetic symbols, and what is traditional Chinese.” The break time started at 10:00. (in the kindergarten)
(3)Learning cultural event and custom: When Jessica came out from the classroom, she got a Chinese paper- made lantern on her hand. She said the teacher lead them to make this in the second half of class. (kindergarten, on “Lantern Festival”)
Something should be noticed… 1.Social-economic issues: In the 5th grade: -student played professional digital camera during the break -parents talked about math cram school 2.Density of Taiwanese community: -most of parents’ friends are Taiwanese -High-density Taiwanese community (community center= Ling Liang Church)
