本研究透過多元文化的觀點探討新移民女性教育子女如何選擇用何種語言對子女進行教育，其語言選擇背後，與權力關係及身份認同的複雜性。本研究主要採用質性研究的深度訪談，立意抽樣選取雲林縣六位來自東南亞的新移民女性為研究對象，依社會認同模式、族群身分類型將這六位分成四類，在這種初步分類的導引下來探究，試圖了解新移民女性實際上在教育子女時之語言選擇，及對自己母語是如何看待。 本研究發現，新移民女性母語教育不易落實，同鄉的社會網絡並非影響選擇認同母語教育的因素，而是能否藉由工作提升個人在家地位及權力意識，才能進而對小孩的教育方式和在家中的發言權更有自主性，家庭是左右母語教育的要因。族群的偏見對新移民教育母語產生阻礙，語言、權力與認同三者間有相互的關係，語言除了代表一個族群的象徵外，還涉及到社會階級的權力關係，弱勢語言族群往往會向主流語言族群靠攏。最後提出相關政策建議如下：挽救新移民母語就從家庭開始，在學校方面的母語教育檢討，創造家庭-鄰里-社區的新移民多元文化環境，希望能藉由資訊、媒體提高學童學習新移民母語的興趣。 This research investigates the new immigrant women’s choices of languages to educate their children through multicultural perspectives. This study uses in-depth interviews of qualitative research in order to explore The power relations and the complexities of identity behind their choices of teaching languages. Six new immigrant women in Yunlin County from Southeast Asia are sampled purposively according to mode of social identity and ethnic identity. The study finds that new immigrant women have not been intended to teach by their mother languages. Rather than social networks, their working conditions play a significant part whether they can decide teach their children by their mother tongues or not. Working helps enhance their sense of status and power, thus speaking out for themselves. Prejudice against new immigrant groups hinder the mother tongue education. Language, power and identity relations are interwoven. Language not only represents a symbol of an ethnic group, but also relates to the power relations between social classes. Languages of minorities often dominant by the main language groups. In this sense, some policy suggestions are as follows: to save the mother tongue of new immigrants to start from the family, review the education of the mother tongue in schools, create a family, neighborhood and create the community of new immigrants, multicultural environment by the information, the media, the children of new immigrants increase the interests in learning their mother tongue.
