臺灣新移民傳承語言教學：以越南語聲調教學為例

The Language Teaching and Learning for the Heritage Languages in Taiwan: Example of Tone Teaching of the Vietnamese Language

響應政府政策，臺灣有愈來愈多人前往越南投資，加以臺越婚姻之第二代在臺的人口為東南亞新移／住民比例人數最高者，故促成近年來臺灣越南語學習熱潮。亦因如此，越南語教學，無論在師資培育、教材教法，都方興未艾。本文提出應用內容語言統整學習（CLIL）於越南語教學上，不僅可以擺脫只單純是學習語言，還能增加其他的知識及技能。越南語有如華語、臺語都是有聲調的語言，所以聲調的發音將會影響到詞彙的意思。本文先介紹CLIL理論與實務，接著分析臺語、華語和越南語聲調做比較，最後則試圖提出越南語聲調的教學方式以及實際的教案編寫。

The increasing population of Taiwanese entrepreneurs investing in Vietnam and the second generation of Taiwan-Vietnam international marriages demonstrate the needs of Vietnamese language. The Vietnamese language teaching and learning, thus, is a new issue regarding curriculum design, teaching methods, teacher education, and so on. This paper proposes the Content and Language Integrated Learning (CLIL) as a potential solution to learn about the content of the subject and skills in addition to the target language. The Vietnamese language is the same as Taiwanese that tones present meanings. When the tone changes, the meaning differs. The concepts of CLIL presented in this paper are followed by the analysis of the tones of the Vietnamese language, the contrast comparison between Taiwanese, Mandarin Chinese and Vietnamese language. In the end, a lesson plan will be presented the possibility of implementing CLIL.