Taiwanese Multiculturalism and the Political Appropriation of New Immigrants' Languages

Autor/in	Kasai, Haruna
Titel	Taiwanese Multiculturalism and the Political Appropriation of New Immigrants' Languages
Quelle	In: Comparative Education, 58 (2022) 4, S.509-525 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2022.2099657
Schlagwörter	Immigrants; Native Language Instruction; Asians; Cultural Awareness; Cultural Pluralism; National Curriculum; Self Concept; Second Languages; Foreign Countries; Political Attitudes; Disadvantaged; Instructional Materials; Language Minorities; Educational Policy; Teaching Guides; Language of Instruction; Elementary Secondary Education; Taiwan + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Native language education; Muttersprachlicher Unterricht; Asian; Asiat; Asiatin; Asiaten; Asiate; Cultural identity; Kulturelle Identität; Kulturpluralismus; Selbstkonzept; Second language; Zweitsprache; Ausland; Political attitude; Politische Einstellung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sprachminderheit; Politics of education; Bildungspolitik; Lehrerhandbuch; Teaching language; Unterrichtssprache
Abstract	Since 2019, Taiwan has implemented native language education for 'new immigrants' from Southeast Asian countries. This paper argues that the new educational provisions reflect the Taiwanese government's desire to appropriate new immigrants' cultures and languages to promote a multicultural vision of Taiwanese identity. It analyses the 12-year national curriculum guidelines and the primary-level teaching materials to elucidate the role of language education in the construction of discourse on new immigrants, exploring how this reflects and reinforces official portrayals of Taiwanese society as 'multicultural'. The analysis shows how the extension of curricular recognition to immigrants' languages and their associated cultures is driven by a desire to project a certain vision of mainstream national identity. By showing how, in the Taiwanese context, instruction in their languages in some respects reinforces the marginalisation of immigrant communities, it provides insights that may be applicable elsewhere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01