A Case Study on Learning Adjustment of Vietnamese Migrant Teenagers in Taiwan

[[abstract]] 本研究以三名自越南返台就讀國中七年級的新移民子女為研究對象，研究者採用質性研究方法進行研究，藉由深度訪談方式進行資料蒐集，並於訪談過程中採用半結構式訪談法引導訪談個案進行自我成長及學習經驗之敘說，探討他們在這樣的兩地生活及教育經驗中學習環境的差異、返台後所遭遇之學習困境、並了解其返台後在國中體制教育現場中學習適應之情形及其影響因素。 研究結果發現：由越南返台就讀國中之新移民子女，普遍遭遇學習適應困難問題，其中以語言問題最為關鍵且嚴重；在越南時的學習狀況與學業成就高低，與返台後的學習適應無明顯相關性；並提出對於三種研究個案類型在學習適應方面的個別輔導建議。研究者建議政府的新南向政策應挹注更多資源從基礎教育紮根，十二年國教也不可忽略新移民子女的獨特性與配套措施。[[abstract]] This study focus on three new immigrant children who returned from Vietnam and study in the 7th grade which aims to explore the differences of their lifestyles and learning environments between Taiwan and Vietnam, the learning difficulties they encountered, and their learning adjustment with related impact factors after their return to Taiwan. The qualitative research was conducted to collect data through an in-depth interview and a semi-structured interview was applied to guide respondents to describe their self-growths and learning experiences. As a result, the findings of the study demonstrated that new immigrant children, who returned from Vietnam and study in a junior high school, generally encountered the difficulty of learning adjustment, and language was the most critical and serious issue. There was no significant correlation between their learning situations and academic achievements in Vietnam and after returning to Taiwan. The study also proposed individual counseling for these three types of cases in terms of learning adaptation. The Government's New Southbound Policy should input more resources from basic education and the 12-year Compulsory Education should not neglect the new immigrant children and related complementary measures.[[note]]碩