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研究生： 達娜
Danuta Salasara
論文名稱： 台灣多語言家庭如何型塑幼兒語言認同概念之個案研究
Towards an Understanding of Identity Formation in Young Children of Multilingual Families in Taiwan: A Case Study
指導教授： 駱藝瑄
Yi-Hsuan Gloria Lo
口試委員: 李思穎
Sy-ying Lee
招靜琪
Chin-chi Chao
學位類別： 碩士
Master
系所名稱： 人文社會學院 - 應用外語系
Department of Applied Foreign Languages
論文出版年： 2021
畢業學年度： 109
語文別： 英文
論文頁數： 149
中文關鍵詞： 多語文幼兒 、身份認同之型塑 、多語言家庭 、教養多語言的挑戰
外文關鍵詞： young children multilinguals, identity formation, multilingual families, challenges of raising multilinguals
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    • 摘要
    由於更好的工作機會和更安全的撫養孩子環境，世界各地的許多家庭正在搬遷到新的目的地。在過去的幾十年間，居住在台灣的多語言家庭的數量也在逐漸增加中。有些家庭是通過本地居民與外籍配偶的婚姻形成的，另一些是居住在台灣的外籍家庭。因此，型塑了家庭和生活環境中接觸多種語言和文化的幼兒。這樣的歷程無疑會影響並型塑幼兒語言認同概念。然而，在多語幼兒身份型塑以及多語家庭在台灣生活所面臨的挑戰等議題，尚無足夠研究討論。本研究主題探究幼兒多語種（3-5 歲）認同概念的形成，並揭示了多語言家庭所面臨的艱鉅的挑戰。四個多語言家庭參與了本研究。兩個台灣人與外國人家庭、以及兩個外國人家庭，這些家庭的父母來自拉脫維亞、立陶宛、瑞典和馬來西亞。這四個家庭都在撫養 3-5 歲的會說多種語言的幼兒。透過半結構型訪談、觀察和視覺敘事，研究者搜集了影響並型塑台灣多語言家庭幼兒語言認同和面臨的挑戰。結果顯示：幼兒受到其所學語言、多元文化、家庭和大家庭、教育和周圍人（朋友和同齡人）的強烈影響。居住在台灣的多語言家庭面臨的共同挑戰是適應當地文化、傳統語言學習問題和傳統文化概念的教育議題。這項研究的實務貢獻是為其他多語言家庭提供有關幼兒型塑語言身份概念所面臨的議題。在理論方面，本研究揭示，同時使用訪談、觀察和視覺敘事，可以深化我們對研究問題的理解與認識。在教學部分，本研究指出，要認識到課堂上多語言幼兒的獨特性，並鼓勵教師探索這種幼兒的獨特性並與班上的其他人分享。如果移民家庭和跨國夫婦繼續在台灣生活、工作和學習，就會需要更深入地了解這些家庭及其豐富的文化和語言背景。本研究希望對台灣多語言家庭的某些方面有所了解，並為進一步調查提供一些背景。

    Abstract
    Many families around the world are relocating to new destinations due to better job opportunities and safer environments to raise their children. In the last few decades the number of multilingual families residing in Taiwan has risen as well. Some families are formed through marriages of local residents and foreign spouses, others are foreign families residing in Taiwan. As a result a generation of children exposed to many languages and cultures has been formed. Such upbringing undoubtedly influences the identity formation of these children. However not much has formerly been discussed in terms of identity formation of multilingual children and the challenges multilingual families come across while living in Taiwan. This research project explored the identity formation of young multilinguals (3-5 years of age) as well as uncovered some of the most pressing challenges multilingual families face. Four multilingual families participated in this research project: two mixed Taiwanese foreigner families and two foreigner families. The foreign parents in these families came from such countries as Latvia, Lithuania, Sweden and Malaysia. All of the families are raising multilingual children of 3-5 years of age. Through semi-structured interviews, observations and visual narratives the researcher gathered valuable information on the topics of children identity formation and challenges faced by multilingual families in Taiwan. The results show that children are strongly impacted by the languages they learn to speak, multiple cultures, family and extended family, education and people around them (friends and peers). Common challenges for the multilingual families residing in Taiwan are adapting to the local culture, issues with heritage language learning and teaching the core values of heritage cultures. The practical contributions of this study are to provide other multilingual families with information on what to expect as their children form their own identities. The results from this study suggest that for future studies of similar kind, the usage of interviews, observations and visual narratives should go hand in hand to provide various viewpoints to examine each case. Pedagogical implications based on this study suggest recognizing the uniqueness of multilingual children in the classrooms and encouraging the teachers to explore this uniqueness and share it with the rest of the class. If immigrant families and transnational couples continue to live, work and study in Taiwan, there will be a need for the locals to understand more about these families and their rich cultural and linguistic backgrounds. This study hopes to shed a light on some aspects of multilingual families in Taiwan and provide some guidelines for further research.

    Table of Contents Abstract II 摘要 IV Acknowledgements V Table of Contents VI List of Tables IX List of Figures X Chapter One – Introduction 1 1.1 Background of the Study 1 1.2 Statement of the Problem and Research Gaps 6 1.3 Purpose of the Study and Research Questions 7 1.4 Terminology 8 1.5 Organization of the Chapters 10 Chapter Two – Literature Review 12 2.1 A Short History of Multilingualism: Then and Now 12 2.2 Children and Identity 16 2.2.1 Language and Culture’s Influence on Identity from “Third Space” Reflection Point 17 2.2.2 Identities of Young Multilingual Children through Visual Narratives 22 2.2.3 Various Identities or One Umbrella Identity 24 2.2.4 Multilingual Identities and Taiwanese Setting 27 2.3 Multilingual Families and Challenges of Raising Young Multilinguals 33 2.3.1 Challenges in Raising Young Multilingual Children - Emotional Toll 35 2.3.2 Challenges in Raising Young Multilinguals -Teaching Language and Culture while Living in a Third Country 37 2.3.3 Challenges in Raising Young Multilinguals - Mix-Ups, Resistance to Speak Certain Languages and Passive Multilingualism 39 Chapter Three – Methodology 43 3.1 Methodology 43 3.2 Participants 43 3.2.1 Klavini Family 44 3.2.2 Tang-Petrauskiene Family 45 3.2.3 Lee-Matisa Family 46 3.2.4 Johannsen-Hassan Family 47 3.3 Instruments 48 3.3.1 Interviews 49 3.3.2 Observations 50 3.3.3 Visual Narratives 50 3.4 Data Collection 51 3.5 Data Analysis 52 3.6 The Role of Researcher in the Study 55 Chapter Four - Findings 56 4.1 Children’s Identity Formation 56 4.1.1 The Klavini Family 57 4.1.2 The Tang-Petrauskiene Family 68 4.1.3 The Lee-Matisa Family 75 4.1.4 The Johannsen-Hassan Family 83 4.2 Common Patterns among the Four Cases and Answers to Research Questions 93 4.2.1 Answers to RQ 1 94 4.2.2 Answers to RQ 2 101 Chapter Five - Discussion 107 5.1 Discussion of the First Research Question 107 5.1.1 Primary factors and secondary factors 108 5.1.2 Family’s Support and Strong Ties with Extended Family 109 5.1.3 Multiple Cultures and Their Impacts on Identity 112 5.1.4 Struggles with Heritage Language Learning and the Importance of English 114 5.1.5 Positive Influence of Taiwanese Pre-school. 119 5.1.6 Accepting the “Otherness” and the Support Network of Multilingual Families 120 5.1.7 Hybrid Identity/Multiple Identities 121 5.2 Discussion of the Second Research Question 122 5.2.1 Heritage Language Maintenance. 122 5.2.2 Heritage Culture Teaching 124 5.2.3 Navigating Cultural Differences 125 5.2.4 Inability to Visit Extended Family due to Pandemic 127 Chapter 6 - Conclusion 129 6.1 Summary of the Major Findings and Contributions 129 6.2 Practical, Pedagogical and Theoretical Implications 131 6.3 Limitations and Suggestions for Further Research 132 6.4 Final Reflection 133 Bibliography 135 Appendices 142 Appendix A 142 Interview 1 – Basic Information 142 Appendix B 144 Interview 2 – Semi Structured Interview Developed on the Basis of Literature Review and RQs 144 Appendix C 148 Visual Narratives Questions 148 Appendix D 149 Participant Observation 149

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