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題名 韓國雙語政策下的跨國婚姻女性語言傳承實踐
Heritage Language Transmission Practices among Immigrant Mothers in the Context of South Korea's Bilingual Policy作者 黃珠榮
Hwang, Joo-Young貢獻者 李淑菁
Lee, Shu-Ching
黃珠榮
Hwang, Joo-Young關鍵詞 多元文化家庭
新住民女性
傳承語言
雙語教育
語言政策實踐
Multicultural Families
Immigrant Women
Heritage Language
Bilingual Education
Language Policy Implementation日期 2025 上傳時間 1-Jul-2025 14:14:00 (UTC+8) 摘要 本研究旨在探討居住於韓國之跨國婚姻家庭中來自不同國家的新住民女性，特別是在家庭語言學習實踐中所扮演之角色與所面臨之挑戰。鑒於韓國政府自2008年起推動《多元文化家庭支援法》以促進語言平等與文化多樣性，惟實務層面與政策初衷之間仍存在落差，特別在雙語教育政策的落實過程中，常受限於家庭結構、語言意識與社會文化條件。故本研究以新住民女性之視角為核心，分析其如何在家庭語言政策的制定與執行過程中，面對語言傳承與文化認同建構的結構性與情境性限制。 本研究採取質性研究取向，運用半結構式深度訪談法，針對6位來自中國、越南、泰國與哈薩克斯坦等地的結婚移民女性進行訪談，受訪者皆透過「韓國多元文化家庭支援中心」協助招募。研究內容聚焦於家庭語言使用模式、子女在韓語與母語學習過程中的經驗、受訪者對雙語政策的認知與評價，以及在實踐雙語教育時所遭遇的社會文化挑戰與限制。 研究發現，受訪者普遍對子女之雙語發展抱持高度期望，認為語言能力不僅攸關學業表現與職涯發展，更是文化認同與家庭連結的重要基礎。然實際實踐過程中，家庭面臨時間分配不足、語言資源有限、父母語言學習觀念歧異、以及韓語主導的單語社會環境等多重挑戰。此外，政府現行政策在資源配置、師資培訓與家庭支持面向仍存在不足，導致家庭在推動雙語教育時往往缺乏足夠的制度性支援。 本研究為了深化對新住民女性在雙語教育與文化維繫中的角色認識，亦呈現政策設計與家庭實踐之間的落差，進而提出政策改善與實務應對的建議，期望為東亞地區移民語言學習政策的優化與多語社會的共融發展提供實證基礎與理論啟示。
This study aims to explore the roles and challenges faced by female marriage immigrants from various countries residing in South Korea, specifically within the context of family language education practices. Although the Korean government has implemented the Multicultural Families Support Act since 2008 to promote linguistic equality and cultural diversity, a significant gap remains between policy objectives and practical implementation. In particular, the execution of bilingual education policies is often constrained by structural and contextual limitations related to family dynamics, linguistic ideologies, and sociocultural conditions. Thus, this research centers on the perspectives of female immigrants, analyzing how they navigate the formulation and implementation of family language policies while encountering challenges in intergenerational language transmission and cultural identity construction. Adopting a qualitative research approach, this study employs semi-structured in-depth interviews with six female marriage immigrants from Vietnam, China, Thailand, and Kazakhstan, recruited through multicultural family support centers in Korea. The research focuses on patterns of language use within the home, children's experiences in learning both Korean and their heritage languages, participants’ perceptions and evaluations of bilingual education policies, and the sociocultural constraints encountered in the actual practice of bilingual education. Findings reveal that participants generally hold strong aspirations for their children's bilingual development, viewing language proficiency as essential not only for academic performance and future career prospects but also for cultural identity formation and maintaining familial bonds. However, in practice, families face multiple challenges, including limited time for language education, inadequate linguistic resources, differing parental language ideologies, and a Korean-dominant monolingual social environment. Furthermore, current governmental policies remain insufficient in terms of resource allocation, teacher training, and systemic family support, leaving families with limited institutional assistance in promoting bilingual education. This study contributes to a deeper understanding of the role of female marriage immigrants in bilingual education and cultural preservation, while also highlighting the disconnect between policy design and practical realities. The findings provide policy and pedagogical implications for enhancing language education frameworks and fostering multilingual inclusivity, with the aim of supporting immigrant families and promoting a more linguistically diverse and inclusive society in the East Asian context.參考文獻 Ahn, J. (2013). 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Retrieved from https://kosis.kr/statHtml/statHtml.do?sso=ok&returnurl=https%3A%2F%2Fkosis.kr%3A443%2FstatHtml%2FstatHtml.do%3Fconn_path%3DMT_ZTITLE%26list_id%3DA2_5%26obj_var_id%3D%26seqNo%3D%26tblId%3DDT_1BB0004%26vw_cd%3DMT_ZTITLE%26itm_id%3D%26language%3Dkor%26lang_mode%3Dko%26orgId%3D101%26 Statistics Korea. (2024). Statistics on Multicultural Households (다문화 가구 통계표). Korean Statistical Information Service (KOSIS, 국가통계포털). Retrieved from https://kosis.kr/visual/populationKorea/PopulationDashBoardDetail.do?statJipyoId=3789&vStatJipyoId=4873&listId=A_02&areaId=&areaNm= 教育部國民及學前教育署（2019）。推動十二年國教課綱新住民語文課程。取自：https://www.k12ea.gov.tw/Tw/Station/AffairDetail?filter=63F293A9-0155-41A3-97B7-46E43E4685FE&id=0994737b-1b3f-4912-ab89-050dc2f0f4a6& 邱國榮（2024）。教育講座談現況與挑戰 政策落實保新住民子女權益。台灣教會公報新聞網。取自：https://tcnn.org.tw/archives/222909 描述 碩士
國立政治大學
教育學系
111152015資料來源 http://thesis.lib.nccu.edu.tw/record/#G0111152015 資料類型 thesis dc.contributor.advisor 李淑菁 zh_TW dc.contributor.advisor Lee, Shu-Ching en_US dc.contributor.author (Authors) 黃珠榮 zh_TW dc.contributor.author (Authors) Hwang, Joo-Young en_US dc.creator (作者) 黃珠榮 zh_TW dc.creator (作者) Hwang, Joo-Young en_US dc.date (日期) 2025 en_US dc.date.accessioned 1-Jul-2025 14:14:00 (UTC+8) - dc.date.available 1-Jul-2025 14:14:00 (UTC+8) - dc.date.issued (上傳時間) 1-Jul-2025 14:14:00 (UTC+8) - dc.identifier (Other Identifiers) G0111152015 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/157665 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 111152015 zh_TW dc.description.abstract (摘要) 本研究旨在探討居住於韓國之跨國婚姻家庭中來自不同國家的新住民女性，特別是在家庭語言學習實踐中所扮演之角色與所面臨之挑戰。鑒於韓國政府自2008年起推動《多元文化家庭支援法》以促進語言平等與文化多樣性，惟實務層面與政策初衷之間仍存在落差，特別在雙語教育政策的落實過程中，常受限於家庭結構、語言意識與社會文化條件。故本研究以新住民女性之視角為核心，分析其如何在家庭語言政策的制定與執行過程中，面對語言傳承與文化認同建構的結構性與情境性限制。 本研究採取質性研究取向，運用半結構式深度訪談法，針對6位來自中國、越南、泰國與哈薩克斯坦等地的結婚移民女性進行訪談，受訪者皆透過「韓國多元文化家庭支援中心」協助招募。研究內容聚焦於家庭語言使用模式、子女在韓語與母語學習過程中的經驗、受訪者對雙語政策的認知與評價，以及在實踐雙語教育時所遭遇的社會文化挑戰與限制。 研究發現，受訪者普遍對子女之雙語發展抱持高度期望，認為語言能力不僅攸關學業表現與職涯發展，更是文化認同與家庭連結的重要基礎。然實際實踐過程中，家庭面臨時間分配不足、語言資源有限、父母語言學習觀念歧異、以及韓語主導的單語社會環境等多重挑戰。此外，政府現行政策在資源配置、師資培訓與家庭支持面向仍存在不足，導致家庭在推動雙語教育時往往缺乏足夠的制度性支援。 本研究為了深化對新住民女性在雙語教育與文化維繫中的角色認識，亦呈現政策設計與家庭實踐之間的落差，進而提出政策改善與實務應對的建議，期望為東亞地區移民語言學習政策的優化與多語社會的共融發展提供實證基礎與理論啟示。 zh_TW dc.description.abstract (摘要) This study aims to explore the roles and challenges faced by female marriage immigrants from various countries residing in South Korea, specifically within the context of family language education practices. Although the Korean government has implemented the Multicultural Families Support Act since 2008 to promote linguistic equality and cultural diversity, a significant gap remains between policy objectives and practical implementation. In particular, the execution of bilingual education policies is often constrained by structural and contextual limitations related to family dynamics, linguistic ideologies, and sociocultural conditions. Thus, this research centers on the perspectives of female immigrants, analyzing how they navigate the formulation and implementation of family language policies while encountering challenges in intergenerational language transmission and cultural identity construction. Adopting a qualitative research approach, this study employs semi-structured in-depth interviews with six female marriage immigrants from Vietnam, China, Thailand, and Kazakhstan, recruited through multicultural family support centers in Korea. The research focuses on patterns of language use within the home, children's experiences in learning both Korean and their heritage languages, participants’ perceptions and evaluations of bilingual education policies, and the sociocultural constraints encountered in the actual practice of bilingual education. Findings reveal that participants generally hold strong aspirations for their children's bilingual development, viewing language proficiency as essential not only for academic performance and future career prospects but also for cultural identity formation and maintaining familial bonds. However, in practice, families face multiple challenges, including limited time for language education, inadequate linguistic resources, differing parental language ideologies, and a Korean-dominant monolingual social environment. Furthermore, current governmental policies remain insufficient in terms of resource allocation, teacher training, and systemic family support, leaving families with limited institutional assistance in promoting bilingual education. This study contributes to a deeper understanding of the role of female marriage immigrants in bilingual education and cultural preservation, while also highlighting the disconnect between policy design and practical realities. The findings provide policy and pedagogical implications for enhancing language education frameworks and fostering multilingual inclusivity, with the aim of supporting immigrant families and promoting a more linguistically diverse and inclusive society in the East Asian context. en_US dc.description.tableofcontents 第一章 緒論 10 第一節 研究背景與動機 10 壹、研究背景 10 貳、研究動機 11 第二節 研究目的與問題 14 第二章 文獻探討 15 第一節 跨國婚姻家庭的定義與現況 15 壹、韓國跨國婚姻的增長趨勢與主要來源國分析 15 貳、東南亞新住民之人口移動相關理論 17 參、跨國婚姻家庭的挑戰及困境 18 第二節 雙語教育政策的理論基礎與發展 22 壹、雙語教育的理論基礎 22 貳、韓國雙語教育的演變、定義、重要性 24 第三節 跨國婚姻家庭在雙語教育中的特殊性 30 壹、語言學習中的家庭分歧：韓語與非韓國籍配偶母語之間的平衡 30 貳、文化壓力下的語言選擇：遺承語言與韓語學習的權衡 32 第四節 全球雙語教育政策現況及在韓國實施的挑戰與困境 33 壹、歐美雙語教育政策現況 33 貳、東亞雙語教育政策現況 36 第三章 研究方法與架構 62 第一節 研究設計 63 第二節 研究對象及抽樣方法 64 第三節 資料收集方法 68 第四節 資料分析方法 70 第五節 研究倫理 71 第六節 研究步驟 71 第四章 研究結果與分析 73 第一節 多元文化家庭對子女雙語能力的重視與期望 73 第二節 家庭在雙語教育中的核心作用與多重挑戰 78 第三節 外部支援體系對家庭雙語教育的作用與挑戰 89 第四節 文化融入與語言認同的複雜性 99 第五節 對更完善雙語教育政策與社會環境的期盼 103 第六節 結論 107 第五章 結論與建議 108 第一節 研究發現歸納 108 第二節 研究結論 109 第三節 教育與政策建議 112 第四節 研究限制 115 第五節 未來研究方向 116 總結 118 參考文獻 119 附錄 143 附錄壹：研究參與者知情同意書 143 附錄貳：訪談大綱 147 zh_TW dc.format.extent 4584377 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0111152015 en_US dc.subject (關鍵詞) 多元文化家庭 zh_TW dc.subject (關鍵詞) 新住民女性 zh_TW dc.subject (關鍵詞) 傳承語言 zh_TW dc.subject (關鍵詞) 雙語教育 zh_TW dc.subject (關鍵詞) 語言政策實踐 zh_TW dc.subject (關鍵詞) Multicultural Families en_US dc.subject (關鍵詞) Immigrant Women en_US dc.subject (關鍵詞) Heritage Language en_US dc.subject (關鍵詞) Bilingual Education en_US dc.subject (關鍵詞) Language Policy Implementation en_US dc.title (題名) 韓國雙語政策下的跨國婚姻女性語言傳承實踐 zh_TW dc.title (題名) Heritage Language Transmission Practices among Immigrant Mothers in the Context of South Korea's Bilingual Policy en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Ahn, J. 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