Taipei City is the first one to use the term “language networks” which becomes a policy because of Main Committee Member Kong who heard about how Maori people laid stress on learning their mother tongue during a visit to countries including Australia, New Zealand and Fiji. Member Kong found that Maori people actively promoted the Maori Mother Tongue Language Center “Tekohnga Reo” as early as 1982 hoping to facilitate this language education to preschool children and the result turned out to be very good. Indigenous people living in Taipei have rare chance to learn mother tongue and they seldom use it to communicate at home. In order to respond to such trend by making a policy in the Taipei City Government and to resolve the issue of urban indigenous residents’ severe mother tongue disappearance, Member Kong took the initiative in July 2001 to apply the concept of “language networks” and actively implement the language revitalization policy in Taipei Cit.

Factors of Maori People’s “Language Networks” Success

The concept of language networks comes from Maori people of New Zealand. They put family as a unit coordinated with the establishment of “mother tongue kindergarten” in the community. Maori people’s successful demonstration allows many other less advantaged regions to develop the same features. Maori people of New Zealand succeeded because:


1. Tribal people’s voluntary actions—include petition to the parliament and family development plans. These actions urge the successful establishment of the language networks. It allows parents who do not speak the language fluently to improve by attending classes and practicing with children at home.
2. Language Immersion—It takes a person two to three years time to develop speaking ability. Learning environment is very important. Within the language networks, one can speak and listen to mother tongue language, and this is the secret of success.
3. Consciousness Issue—Indigenous people in Taiwan have not a slight consciousness in regard to the imminent extinction of own tribal language. If a mother tongue is not the language spoken at home, then it becomes a language for the elderly. Once the elderly pass away, the language is replaced entirely. Therefore, Indigenous people in Taiwan must have the sense of crisis. They must speak their tribal language and encourage children the same so that the language is revitalized and can be preserved.
4. Indigenous Language Committee—Maori people have a Maori Language Committee, and indigenous people in Taiwan also have the same organization. However, one more committee should be established to take charge in tasks such as material production, indigenous language teacher certification, funds and other relevant affairs. This will be very beneficial for indigenous language promotion.

Realizing the importance of indigenous language, Taipei City Government Indigenous Peoples Commission took the lead in April 2001 to establish the language revitalization policy by applying the “language networks” concept, and invited experts, scholars, community members and teachers who have the language ability to take on the promotion and implementation together.

Source: http://www.tisanet.org/Activity/20051120/12.pdf

Language networks activity hosted by Ms. Yu-yun Cheng 　

Since 2003, Ms. Yu-yun Cheng started to host indigenous language learning camp. Each time there is a specially designed activity manual to allow students to understand those learning activities covered in the program. Assessment is also included.

Jan

1. Listen to teacher to say hello to everyone in indigenous language.
2. Able to greet teacher and students in indigenous language.
3. Role play----greeting words used at any time

Feb

1. Teacher leads children to read textbook.
2. Teacher asks children to try to speak the names of siblings and other frequently used names in the textbook in indigenous language.
3. Enjoy the rhythmic chanting in lesson one. Children understand the different living pressure between adult and child.

March

1. Ask every child how they greet their family members in the morning.
2. Ask students to tell what greeting words they know and have used.
3. What do you do after getting up in the morning?
4. How do you ask family members to have breakfast?

April

1. Teacher leads children to read textbook (fruit) first.
2. Teacher explains the fruit words in the children’s poem.
3. Teacher leads children to read textbook.
4. Teacher lets children to introduce food that they often eat.

May

1. Let students express their feelings toward family, such as like, parents.
2. Teacher reads textbook for a couple of times to show children, and watch their mouth shape and the correctness of their pronunciation.
3. Pay attention to the speaking tone. Often different speaking tone represents different meaning.

June

1. Let children practice to ask and tell own age.
2. Let children practice to introduce own family members.
3. It is better to be colloquial and lively when reading textbook.
4. Teacher and children practice conversation and role exchange.

Language Networks Activity – 2006

2006 Pinuyumayan Parents-Children Learning Camp

Teaching Contents:
1. Understand written symbols ─ Introduce written system, pronunciation and practice, written practice, etc.
2. Daily conversation ─ Practice indigenous language, understand word phrase and sentence structure, understand body parts, understand common animals, plants, crops (including wild vegetables, fruits).
3. Living guidance ─ Manner, norm, interview, etc.
4. Cultural art ─ Liven indigenous language by songs and dances.
5. Cultural highlight ─ Understand Pinuyumayan traditional ceremonies, the importance and meaning of the growing process.
6. Learning evaluation ─ Introduce oneself in indigenous language or perform songs in indigenous language.

Pinuyumayan Cluture Learning Camp