臺灣博碩士論文加值系統

台灣高等教育朝向國際化的目標發展之下，國際學生已漸漸成為各大專院校校園裡不可或缺的元素。近些年來自東南亞國家的學生人數與日俱增，尤其以印尼的學生居多。印尼政府這些更以補助出國深造學生家屬的海外費用，鼓勵優秀的人才出國深造。因此印尼的國際生中不乏有舉家來台進修的現象。本研究關注四位印尼國際學生的小孩，他們在台灣花蓮壽豐鄉就讀的情形。四位原本不會說中文的小朋友，他們在台灣小學就讀的經驗為何？他們如何適應？該研究發現在成人與兒童協作下，四位兒童成功的進行語言學習與生活和文化上的調適。研究強調，成人扮演著創造學習條件的角色，而兒童本身踩在能動者的位置，除了能清楚分析自己的學習狀況，同時把在不同空間發生的中文學習經驗「同時」化，讓彼此的學習相互呼應與加持。

The number of international students worldwide has risen from 1.7 million in 1999 to 2.1 million in 2003, it is predicted that by 2020 there will be approximately 5.8 overseas students globally. According to Taiwan’s Ministry of Education, the foreign students in Taiwan come from 117 countries; the top five nations are Vietnam, Malaysia, Indonesia, Japan, and the USA. Indonesian government is at the point to encourage its people to study overseas, and has allowed the candidates to apply support for bringing their spouses and children abroad. As a result it becomes more and more common for Indonesian international students to bring dependents with them to study in Taiwan. A case in point is four Indonesian youngsters who enrolled in a local elementary school since fall 2015. Based on observation and interviews, this research finds contrary to parents’ assumed confidence that children would learn the new language quickly, that a Chinese language program designed for these children was needed in assisting children to adjust to this new learning environment. Additionally, children’s association with each other off campus was extremely effective in terms of helping children to grow linguistically, socially and culturally. This research finds that adults in this study succeeded to create conditions for children to learn. On the other hand, these four children were able to take up a subjective stance in their own learning process, being observant and analytical with regard to their own learning, and turning various learning sites in collaboration with each other.

TABLE OF CONTENTS

Acknowledgements i
Abstract iii
Chapter One: Introduction 1
Emergence of International Students on the Academic Landscape 1
International Students On Taiwanese Campus 2
Indonesian Students on Taiwanese Campus 3
Research Question 6
Purpose of the Study 6
Limitations of the Study 7
Significance of the Study 7
Definition of terms 8
Chapter Two: Review Literature 9
Overview of studying abroad 9
Studying Abroad As Immigrant Students 10
The Obstacles Studying Abroad 13
Cost 14
Curriculum 14
Academic Achievement 14
Cultural 16
Language Barriers 18
CHAPTER THREE METHODOLOGY 21
Background of the Researcher 21
Qualitative Research Framework 22
Interviews 29
Observation 30
Research Procedure 333
Data Analysis 344
An Analysis from Observation 38
An Analysis from Interview 38
Chapter Four: Results and Discussion 39
Reasons for coming to Taiwan 39
Star Elementary School 41
Language Program 43
How did it come into being? 43
The program on the go 44
How did I get involved? 45
The orchestration of the Chinese Language Program 46
How children became in charge of Chinese learning 48
(1)From passive to active: Becoming analytical 48
(2) Switching adult-children position 50
Cultural shock 53
Complexion 54
Lunch time 55
School Culture 56
Study Time 57
Regulation or lack of regulation 58
Habit in Classroom 59
Social Interaction 61
Friendship with Local Students 61
Academic challenges 65
Communication Difficulty 65
Difficulty in reading, speaking, writing in the classroom activities 67
Chapter Five: Conclusion 71
Conclusion and Recommendations 71
Recommendations 75
Recommendations for Elementary Students who Study abroad 75
Recommendations for Further Research 76
References 79
Apenndix 87
 
LIST OF FIGURES

Figure 1 Map of Indonesia 25
Figure 2 Participants Background 26
Figure 3 Map of Taiwan 322
Figure 4 Data Coding Process 36
Figure 5 Data Analysis Process 37
Figure 6 Classrooms for Learning Chinese Language 522
Figure 7 Students Test Result in Writing Sentence 53
Figure 8 Students Doing Outbound Activity 622
Figure 9 Indonesian students having lunch together with local students 644
Figure 10 The textbook used for learning Chinese language in school 67
Figure 11 Textbook for Mathematics also used in Chinese language 68

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