Keywords
Multicultural Education
indigenous children's language learning
cultural attitudes
cultural knowledge
Taiwan
How to Cite
Abstract
This paper features a pilot study of the impact of Culturally Responsive Pedagogy (CRP) on 24 mixed-aged primary school students of the Bunyan indigenous community in Taiwan during a non-school setting of a five-day English camp. The curriculum included four themes of English festivals and Spanish culture as Multicultural Education (ME) instructional interventions. The study used quantitative methodology with Pre-test and Post-test surveys with open-ended feedback on cultural attitudes and cultural learning. The results showed significantly increased self-confidence and cultural knowledge after initial difficulties. Open-ended feedback indicated highly positive perceptions of festivals and attitudes to CRP in ME language learning. CRP implementation, however, required transitional adjustments in a guided approach of Chinese-English comprehension assistance prior to English activities. Future research is thus recommended into integrating culturally relevant tribal culture, to help indigenous children acquire optimal English learning attitudes and cultural learning effectiveness.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Note: Authors are encouraged to post copies of their AJAL published papers to their own institutional or personal/professional websites along with a link to the original paper at the AJAL website. This will assist in diseminating their work as well as raising awareness of the journal.