Sensitizing Students to Cultural-linguistic Diversity through English-Language Classes in a Multicultural Taiwan

Abstract

ABSTRACT Taiwan, once called Formosa (meaning “beautiful island” in Portuguese), is a country with a diverse ethno-linguistic heritage, and therefore it is a multiracial, multicultural, and multilingual country. The society consists of more than 10 different aboriginal communities in addition to the 3H: three different groups of Hun peoples (Hoklo or Minnan group speakers, Hakka speakers, and Holam in Amis language—the latest immigrants). This paper explores how the different cultural backgrounds of senior high-school students in Taiwan in a multilingual classroom that promoted multilingualism allow them to come to value other languages spoken in their classes or in their communities. Evidence supporting students' attitudes and motivation in learning community languages and English came from close analysis of interactional patterns with peers and teachers in classes and informal settings, from students' explanations of their school experiences in group work, and from interviews with students, parents, community figures, and educational leaders over a four-month period during the process of the course. Sensitizing students to cultural-linguistic diversity through English language classes in a multicultural Taiwan has the potential to promote multilingualism and pluralism in minority and majority group students who study several languages at a time in a multilingual classroom.