Ethnic Context, Education Policy, and Language Assimilation of Indigenous Peoples in Taiwan

Autor/inn/en	Jan, Jie-Sheng; Lomeli, Arlett
Titel	Ethnic Context, Education Policy, and Language Assimilation of Indigenous Peoples in Taiwan
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 1, S.355-366 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1688246
Schlagwörter	Foreign Countries; Indigenous Populations; Minority Groups; Language Maintenance; Language Fluency; Educational Attainment; Age Differences; Parent Role; Educational Policy; Malayo Polynesian Languages; Ethnic Groups; Family Environment; Place of Residence; Language Usage; Adults; Gender Differences; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Ethnische Minderheit; Sprachpflege; Language skill; Language skills; Sprachkompetenz; Bildungsabschluss; Bildungsgut; Age; Difference; Age difference; Altersunterschied; Parental role; Elternrolle; Politics of education; Bildungspolitik; Ethnie; Familienmilieu; Wohnort; Sprachgebrauch; Geschlechterkonflikt
Abstract	Indigenous peoples of Taiwan, the most disadvantaged of the minority groups, account for only about 2.4% of the total population. Within the Minnan dominant society of Taiwan, the Indigenous minority groups are confronted by critical language loss often attributed to cultural and structural assimilation factors. This study aims to investigate factors related with Austronesian language retention for indigenous peoples in Taiwan. Results reveal, Austronesian language fluency is reduced by education, but maintained by age, residing in an ethnic enclave during childhood, and practicing parental endogamy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01