1. NCCU Academic Hub
  2. Publications
  3. College of Education
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 銜轉生為何「旋轉」？—— 在台菲律賓跨國銜轉生個案的適應歷程研究
What are Transnational Students struggling for? A case study on the adaptation process of a transnational Philippine in Taiwan
作者 方璇玲瓏
Fang, Xuan-Ling-Long
貢獻者 鄭同僚
Zheng, Tong-Liao
方璇玲瓏
Fang, Xuan-Ling-Long
關鍵詞 跨國銜轉生
適應歷程
Immigrant children
Transnational students
Adaptation process
日期 2024
上傳時間 4-Sep-2024 15:25:02 (UTC+8)
摘要 本文旨在探討菲律賓跨國銜轉學生在台灣的適應歷程、面臨的挑戰及其適應因素。研究採用半結構式訪談和參與式觀察方法，蒐集並分析數據。結果顯示，跨國銜轉學生在適應過程中面臨語言障礙、學業壓力、校園生活困境、家庭生活變遷及疫情影響等多重挑戰。其適應因素主要受到教育政策與策略、家庭支持和個人特質的綜合影響。研究強調，支持跨國銜轉學生的資源應根據其實際需求進行調整，而非單純地增加資源投入，並提供一些有效的適應策略。
This study aims to explore the adaptation processes, challenges, and factors influencing the adjustment of Filipino transnational transfer students in Taiwan. The research employs semi-structured interviews and participatory observation methods to collect and analyze data. The results indicate that these students face multiple challenges during their adaptation process, including language barriers, academic pressure, campus life difficulties, changes in family life, and the impact of the pandemic. The adaptation factors are mainly influenced by a combination of educational policies and strategies, family support, and individual characteristics. The study emphasizes that resources to support transnational transfer students should be adjusted according to their actual needs rather than simply increasing resource allocation, and it provides some effective adaptation strategies.
參考文獻 參考文獻 一、中文部分 教育部(2018)。海歸學生圓學夢-跨國銜轉學習服務資源手冊充實版。 教育部（2024）。各級學校新住民子女就學概況。 立法院（2020）。跨國銜轉學生學習問題研析。第十屆，第四會期，議題研析，R00904。 內政部移民署（2020）。107年新住民生活需求調查報告。 蔡詠春(2022)。新住民教育揚才計畫對跨國銜轉學生之跨文化衝擊調適之執行策略分析。《臺灣教育評論月刊》，11卷11期，131-150。 吳彥臻（2021）。跨國銜轉學生學校適應之個案研究。國立屏東大學，未出版之碩士論文。 阮月娥（2020）。跨國銜轉學生學習歷程探究-具越南背景跨國銜轉國小學生個案。國立臺灣師範大學，華語文教學系，未出版之碩士論文。 二、英文部分 Areepattamannil, S., & Freeman, J. G. (2008). Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in the greater Toronto area secondary schools. Journal of Advanced Academics, 19(4), 700-743. Bajaj, M., & Bartlett, L. (2017). Critical transnational curriculum for immigrant and refugee students. *Curriculum Inquiry, 47(1), 25-35. Banks, J. A. (2004). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education(pp. 3-30). San Francisco, CA: Jossey-Bass. Beiser, M., & Hou, F. (2016). The role of family in immigrant children's adaptation. International Migration, 54(3), 59-73. Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology: An International Review, 46(1), 5-34. https://doi.org/10.1111/j.1464-0597.1997.tb01087.x Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge: Cambridge University Press. Bourdieu, P. (1991). Language and symbolic power. Harvard University Press. 8. Bernstein, B. (1971). Class, codes and control: Volume 1: Theoretical studies towards a sociology of language. Routledge. Chow, H. P. H. (2000). The determinants of academic performance: Hong Kong immigrant students in Canadian school. Canadian Ethnic Studies, 32(2), 115-120. Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters. Edmund, T. H., Victor, Z., & Juan, S. G. (2008). From Nuevo Leon to the USA and Back Again: Transnational Students in Mexico. Journal of Immigrant & Refugee Studies, 6(1), 60-84. Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press. Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press. Helena, H., Birks, M., Franklin, R., & Mills, J. (2017). Case study research: Foundations and methodological orientations. Qualitative Social Research, 18(1). Hernandez, D. J. (2004). Demographic changes and the future of immigrant children in the United States. The Future of Children, 14(2), 23-45. Motti-Stefanidi, F., & Masten, A. S. (2013). Immigrant children: A developmental perspective. American Psychologist, 68(2), 127-138. Monisha, R., & Lesley, S. (2017). Curriculum for immigrant and refugee students: Principles and practices. Journal of Curriculum Studies, 49(3), 305-322. OECD. (2018). The resilience of students with an immigrant background: Factors that shape well-being. OECD Publishing. Peguero, A. A. (2011). The impact of school climate on immigrant students' experiences of bullying. Educational Researcher, 40(5), 220-228. Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. University of California Press.
描述 碩士
國立政治大學
幼兒教育研究所
109157023
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0109157023
資料類型 thesis
dc.contributor.advisor 鄭同僚zh_TW
dc.contributor.advisor Zheng, Tong-Liaoen_US
dc.contributor.author (Authors) 方璇玲瓏zh_TW
dc.contributor.author (Authors) Fang, Xuan-Ling-Longen_US
dc.creator (作者) 方璇玲瓏zh_TW
dc.creator (作者) Fang, Xuan-Ling-Longen_US
dc.date (日期) 2024en_US
dc.date.accessioned 4-Sep-2024 15:25:02 (UTC+8)-
dc.date.available 4-Sep-2024 15:25:02 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2024 15:25:02 (UTC+8)-
dc.identifier (Other Identifiers) G0109157023en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153482-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 幼兒教育研究所zh_TW
dc.description (描述) 109157023zh_TW
dc.description.abstract (摘要) 本文旨在探討菲律賓跨國銜轉學生在台灣的適應歷程、面臨的挑戰及其適應因素。研究採用半結構式訪談和參與式觀察方法，蒐集並分析數據。結果顯示，跨國銜轉學生在適應過程中面臨語言障礙、學業壓力、校園生活困境、家庭生活變遷及疫情影響等多重挑戰。其適應因素主要受到教育政策與策略、家庭支持和個人特質的綜合影響。研究強調，支持跨國銜轉學生的資源應根據其實際需求進行調整，而非單純地增加資源投入，並提供一些有效的適應策略。zh_TW
dc.description.abstract (摘要) This study aims to explore the adaptation processes, challenges, and factors influencing the adjustment of Filipino transnational transfer students in Taiwan. The research employs semi-structured interviews and participatory observation methods to collect and analyze data. The results indicate that these students face multiple challenges during their adaptation process, including language barriers, academic pressure, campus life difficulties, changes in family life, and the impact of the pandemic. The adaptation factors are mainly influenced by a combination of educational policies and strategies, family support, and individual characteristics. The study emphasizes that resources to support transnational transfer students should be adjusted according to their actual needs rather than simply increasing resource allocation, and it provides some effective adaptation strategies.en_US
dc.description.tableofcontents 第一章 緒論 .........................................1 第一節 研究動機 ................................1 第二節 研究目的 ..........................4 第三節 研究問題 .........................5 第四節 名詞釋義 .............................5 第二章 文獻分析 ..........................6 第一節 跨國銜轉學生及其在台現況 .....................6 第二節 移民兒童適應模式及挑戰 ..............16 第三節 移民兒童適應因素 ..................26 第四節 移民兒童適應經驗案例 ..............30 第三章 研究方法 ..........................35 第一節 引言 .....35 第二節 研究對象 ...................38 第三節 參與研究之人員 ..............40 第四節 資料收集與分析 ......42 第五節 研究倫理 ...................51 第四章 米亞的適應歷程..........52 第一節 米亞在台適應故事 ................52 第二節 米亞適應故事分析 ...................73 第五章 米亞的適應挑戰與因應策略........................76 第一節 米亞在台適應過程的挑戰 ........76 第二節 米亞在台適應因素 ............87 第六章 研究結論與建議.............100 第一節 研究結論..............100 第二節 研究建議 .............109 後記 .........................113 參考文獻 ......................114 中文部分 ...........................114 英文部分 ...................115zh_TW
dc.format.extent 2320645 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0109157023en_US
dc.subject (關鍵詞) 跨國銜轉生zh_TW
dc.subject (關鍵詞) 適應歷程zh_TW
dc.subject (關鍵詞) Immigrant childrenen_US
dc.subject (關鍵詞) Transnational studentsen_US
dc.subject (關鍵詞) Adaptation processen_US
dc.title (題名) 銜轉生為何「旋轉」？—— 在台菲律賓跨國銜轉生個案的適應歷程研究zh_TW
dc.title (題名) What are Transnational Students struggling for? A case study on the adaptation process of a transnational Philippine in Taiwanen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) 參考文獻 一、中文部分 教育部(2018)。海歸學生圓學夢-跨國銜轉學習服務資源手冊充實版。 教育部（2024）。各級學校新住民子女就學概況。 立法院（2020）。跨國銜轉學生學習問題研析。第十屆，第四會期，議題研析，R00904。 內政部移民署（2020）。107年新住民生活需求調查報告。 蔡詠春(2022)。新住民教育揚才計畫對跨國銜轉學生之跨文化衝擊調適之執行策略分析。《臺灣教育評論月刊》，11卷11期，131-150。 吳彥臻（2021）。跨國銜轉學生學校適應之個案研究。國立屏東大學，未出版之碩士論文。 阮月娥（2020）。跨國銜轉學生學習歷程探究-具越南背景跨國銜轉國小學生個案。國立臺灣師範大學，華語文教學系，未出版之碩士論文。 二、英文部分 Areepattamannil, S., & Freeman, J. G. (2008). Academic achievement, academic self-concept, and academic motivation of immigrant adolescents in the greater Toronto area secondary schools. Journal of Advanced Academics, 19(4), 700-743. Bajaj, M., & Bartlett, L. (2017). Critical transnational curriculum for immigrant and refugee students. *Curriculum Inquiry, 47(1), 25-35. Banks, J. A. (2004). Multicultural education: Characteristics and goals. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of research on multicultural education(pp. 3-30). San Francisco, CA: Jossey-Bass. Beiser, M., & Hou, F. (2016). The role of family in immigrant children's adaptation. International Migration, 54(3), 59-73. Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology: An International Review, 46(1), 5-34. https://doi.org/10.1111/j.1464-0597.1997.tb01087.x Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. Cambridge: Cambridge University Press. Bourdieu, P. (1991). Language and symbolic power. Harvard University Press. 8. Bernstein, B. (1971). Class, codes and control: Volume 1: Theoretical studies towards a sociology of language. Routledge. Chow, H. P. H. (2000). The determinants of academic performance: Hong Kong immigrant students in Canadian school. Canadian Ethnic Studies, 32(2), 115-120. Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters. Edmund, T. H., Victor, Z., & Juan, S. G. (2008). From Nuevo Leon to the USA and Back Again: Transnational Students in Mexico. Journal of Immigrant & Refugee Studies, 6(1), 60-84. Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Boulder, CO: Westview Press. Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell. Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press. Helena, H., Birks, M., Franklin, R., & Mills, J. (2017). Case study research: Foundations and methodological orientations. Qualitative Social Research, 18(1). Hernandez, D. J. (2004). Demographic changes and the future of immigrant children in the United States. The Future of Children, 14(2), 23-45. Motti-Stefanidi, F., & Masten, A. S. (2013). Immigrant children: A developmental perspective. American Psychologist, 68(2), 127-138. Monisha, R., & Lesley, S. (2017). Curriculum for immigrant and refugee students: Principles and practices. Journal of Curriculum Studies, 49(3), 305-322. OECD. (2018). The resilience of students with an immigrant background: Factors that shape well-being. OECD Publishing. Peguero, A. A. (2011). The impact of school climate on immigrant students' experiences of bullying. Educational Researcher, 40(5), 220-228. Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. University of California Press.zh_TW