A Macro and Micro Contexts, Forces and Challenges for Indigenous Language Education at Elementary Schools in Taiwan

Abstract

In Taiwan, many indigenous languages are endangered. The major contexts and forces behind this state of affairs are previous assimilation policy, the impact of English as a global language, the colonized, marginal and low socio-economic status of most indigenous populations, societal and parental attitudes toward indigenous people and languages, the shortage of qualified teachers, the lack of resources, and the lack of consultation with indigenous peoples themselves. This article first outlines the global and local contexts and forces of indigenous language education in Taiwan, Republic of China. The focus is on elementary schools due to the reason that the indigenous language teaching has mainly been delivered at primary education level. It then presents a reflective analysis of indigenous language education, based on literature review, document analysis, observations of indigenous language teaching in some elementary schools in Bunun and Seediq tribes, and interviews of indigenous language teachers. Finally, it proposes some possible strategies to improve indigenous language education.