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The construction of language value and legitimacy in Aboriginal primary school classrooms in Taiwan.

Authors :
Chang, Ya-Ling
Source :
International Journal of Pedagogies & Learning; Dec2014, Vol. 9 Issue 2, p183-192, 10p
Publication Year :
2014

Abstract

This study examines the means by which social actors at one largely Indigenous elementary school in Taiwan resolve the linguistic conflicts arising between official language policies and practical pedagogical practices. Special reference is made to Pangcah, an endangered indigenous language in contest with other languages, Mandarin in particular, as the medium of instruction. The findings highlight the use of code-switches between languages in the context of the lesson being observed. The 'depreciation' of the Pangcah language can be understood as reflective of enduring symbolic and hegemonic dominations, the instability of the indigenous language being a manifestation of Pangcah's limited social status. While teachers may vociferously advocate Pangcah as a means of identity construction, they remain committed to Mandarin. It is suggested that their commitment to Mandarin reveals an internalization of the majority ideology that sees Mandarin as the most advantageous means by which indigenous children can adapt to the larger Sino-cultural social mainstream. [ABSTRACT FROM AUTHOR]

Details

Language :
English
ISSN :
18334105
Volume :
9
Issue :
2
Database :
Complementary Index
Journal :
International Journal of Pedagogies & Learning
Publication Type :
Academic Journal
Accession number :
100178201
Full Text :
https://doi.org/10.1080/18334105.2014.11082031