非母語環境下的移動式家庭學校對華語老師之挑戰
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2014
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本研究是一個漢語家庭學校經驗的初探。研究者把兩年家庭學校教學經驗當中所遇到的一些挑戰和解決方法詳細地描述在此研究裡面。本文以質化研究之個案研究為主要工具，採取敘事形式陳述教學歷程與發現。
本研究歷時兩年，研究者負責兩個學生的家庭學校學習。期間在泰國實施一年教學，另外一年的教學則因為在遊艇上進行，所以地方不固定。可是所有教學場域皆不是以華語為母語的地區。
本研究提出以下四個問題：一、在非母語環境的家庭學校中怎麼創造華語的語言環境；二、家庭學校中的漢字教學面對什麼樣的挑戰；三、華語家庭學校需要注意的地方；四、怎麼在家庭學校裡結合遊戲、網路資源與電腦遊戲？
研究發現，在非母語環境創造華語語言環境，無論在規則，獎懲制度的確立上，除了老師以外，家長也扮演一個非常重要的角色。而在非母語環境之中，研究者的教學中最大的困難是來自於漢字，其次是缺乏相關的教學資源與工具。而隨著網路的發達，此方面的缺乏可以使用網路資源彌補。同時在研究中也指出，目前華語世界有關華語學習的資源過於分散，雖然在家庭學校上使用也頗有成效，可是與西文網路教學資源對比尚有不少進步的空間。
This is a preliminary study on formal homeschooling in Chinese as a second language. The researcher describes the challenges and the solutions to it based on a two years homeschooling experience. In this case study the course of homeschooling events, as well as the findings are in narrative form, where qualitative research method is applied. The researcher was responsible for a two years formal homeschooling. First year of research was conducted in Thailand. The second year was relocated onto a yacht, which cruised from Thailand to Europe. Chinese was a foreign language in all these different countries and environments. Four research questions in this case study: i. In what way can a Chinese language environment be created in a formal homeschool setting in a foreign language environment? ii. What challenges would there be for Chinese character teaching in a homeschool setting? iii. What homeschoolers need to be aware of when homeschooling Chinese as a second language? iv. In what way can games and computer games be integrated to homeschool teaching? Research findings: parents play a critical role in a homeschool environment, in the sense of rules, rewards and punishment enforcement. Chinese character is biggest hindrance in homeschooling Chinese as a second language. The lack of relevant Chinese materials in a foreign language environment is another obstacle to success. Resources on the Internet can however compliment the lacking. Growing numbers of internet resources in Chinese can be founded and can be used for homeschooling. However, only a few Chinese websites provide some all-around, children-friendly resources. This is a shortcoming when compared to the internet resources in English for children.
This is a preliminary study on formal homeschooling in Chinese as a second language. The researcher describes the challenges and the solutions to it based on a two years homeschooling experience. In this case study the course of homeschooling events, as well as the findings are in narrative form, where qualitative research method is applied. The researcher was responsible for a two years formal homeschooling. First year of research was conducted in Thailand. The second year was relocated onto a yacht, which cruised from Thailand to Europe. Chinese was a foreign language in all these different countries and environments. Four research questions in this case study: i. In what way can a Chinese language environment be created in a formal homeschool setting in a foreign language environment? ii. What challenges would there be for Chinese character teaching in a homeschool setting? iii. What homeschoolers need to be aware of when homeschooling Chinese as a second language? iv. In what way can games and computer games be integrated to homeschool teaching? Research findings: parents play a critical role in a homeschool environment, in the sense of rules, rewards and punishment enforcement. Chinese character is biggest hindrance in homeschooling Chinese as a second language. The lack of relevant Chinese materials in a foreign language environment is another obstacle to success. Resources on the Internet can however compliment the lacking. Growing numbers of internet resources in Chinese can be founded and can be used for homeschooling. However, only a few Chinese websites provide some all-around, children-friendly resources. This is a shortcoming when compared to the internet resources in English for children.
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Keywords
家庭學校, 華語老師, 非母語環境華語學習, Formal Homeschooling, Chinese Teacher, Teaching Chinese as a Second Language