‘加拿大原住民语言教育概况’.doc

加拿大原住民語言教育概況 林蒔慧 國立東華大學原住民族語言與傳播學系暨民族發展研究所 “Knowing his maternal language helps a man to know himself; being proud of his language helps a man to be proud of himself.” (National Indian Brotherhood, 1972;15) history of indigenous education in Canada, paying special attention to her indigenous language education and expected to bring some new ideas into the indigenous language education in Taiwan. It is generally known that following the language contact, the choices of language learning will be one of the problems faced by language users. However, the motivation to learn one language is always influenced by language hierarchy; it follows that some languages that score low on the language hierarchy scale are endangered. And this is just the case of indigenous languages both in Canada and Taiwan. The way to revive these endangered languages has two aspects. First, a process has to be induced which will help to raise the self-consciousness of native speakers of these endangered languages: they have to realize the importance of such languages in their lives. Second, government at all levels must be directly or indirectly involved in the process of language revival. Thus, language learning must be carried out with the participation of native speakers and also with government support. In the first two chapters of this paper, I shall introduce the development of indigenous education in Canada. In chapter three, two successful examples of indigenous language education in Canada will be presented. In the final part I shall highlight some key factors in the indigenous language education in Canada and I hope this paper will bring new ideas into the indigenous language education in Taiwan. 前言 語言的使用者在外在環境的改變下，或是在和不同語言社群的接觸下，會產生語言接觸(language contact)。而為了溝通的需要，語言接觸下通常會有兩種狀況發生，一是在最初會出現混雜語(pidgin)的現象，二則是會轉向語言學習(language learning)，而通常這兩者的狀況都是受制於語言背後的權力位階hierarchy) (Wright, 2004:101-117)。換句話說，所謂的弱勢語言或是少數族群的語言，由於處於較低的權力位階，通常在和位階較高的語言接觸下，會成為不被繼續學習的對象。 而此時，唯有靠母語使用者(native speaker)的自覺以