差異化教學視角下臺灣台語沉浸式教學實施跨語言實踐的可能性

Implementation of Translanguaging Practices in Taiwan Taigi Immersion Pedagogy from a Differentiated Instruction Perspective

本研究討論差異化教學理論幫助跨語言實踐教學落實於臺灣台語沉浸式教學的課堂的可能性。作者群蒐集19位（曾）參加臺灣台語沉浸式教學計畫的教師的半結構訪談資料，分析參與教師對跨語言的看法、教學策略以及對支持系統的評價。研究結果顯示教師將學生的多語背景視為重要資產，且以語言復振為己任。另外，目前參與教師已進行大量跨語言教學，且肯定差異化教學對跨語言教學的助益，但尚未解決平衡語言教學與學科教學目標的難題。文章末尾針對未來的研究方向及支援系統的建置提出建議。

This study investigates the role of differentiated instruction in facilitating the implementation of translanguaging pedagogy within Taiwan Taigi (Taiwanese Southern Min language) immersion classrooms in Taiwan. Semistructured interviews were conducted with 19 educators previously or currently employed in Taigi immersion teaching programs. The study focused on these teachers’perceptions of translanguaging, their instructional methods, and their assessments of current instructional support frameworks. The teachers generally regarded students’multilingual backgrounds as major assets and perceived language revitalization as an integral component of their professional responsibilities. They actively employed diverse translanguaging practices and acknowledged the value of differentiated instruction in augmenting such pedagogical approaches. However, they reported difficulties in balancing language instruction with the demands of academic content. The study concludes by presenting directions for future research and recommended support systems to better promote translanguaging within immersion educational settings.