A Study on the Model for Integrating Taiwanese into Mandarin Teaching: A Case of First Grade School Students

[[abstract]]A language changes and varies with persons, things, times, places, and objects, so language learning should be included in all of the learning areas. However, Taiwanese language teaching has not only stayed at the Timing Teaching, which is centered on teaching materials, but also limited to one lesson per week. As a result, it fails to achieve mastery learning and decreases learning efficiency. According to the theory and design of Mother Tongue Teaching, it is important to create a favorable environment for language learning. Therefore, when promoting vernacular education, it could be feasible to combine it with general curriculums on the one hand, and to adopt Integrated Teaching on the other. As a teacher in an education system using Chinese to teach, I provide the first-grade school students with a bilingual instruction and take advantage of their own experiences or knowledge. In doing so, I try to transform the Taiwanese language curriculum and compare it with my teaching so as to gradually build their capacity and knowledge of Taiwanese. The thesis studies how to practice Taiwanese teaching by making use of the Mandarin related curriculums for the first-grade school students in Taipei County and to expand its scope. As organizing the Mandarin curriculum, I systematically offer complete, real, various, and versatile materials of Taiwanese to it. Also, I give students sufficient time and opportunities to listen, to speak, to read, and to write, helping to develop and construct their perceptional function and learning capacity of the spoken and written Taiwanese.