Language Attitudes and the Revitalization of Tâigí Literacy in Taiwan’s Primary Education: A COD Model Approach
Presenter(s)
Affiliation
Topic
Linguistic Attitudes and Ideology
Type
Papers
Abstract
Taiwan’s evolving linguistic landscape has fostered diverse Tâigí digraphia practices, reflecting shifts in language identity, value systems, and attitudes. The interplay between language ideologies and educational policies shapes perceptions and practices of Tâigí literacy in schools. This study employs the COD Model—Capacity Development, Opportunity Creation, and Desire Enhancement (Lo Bianco, 2011)—to explore teachers’ and students’ attitudes toward Tâigí literacy and its implementation in primary education.
Despite the Grade 1-9 Curriculum Guidelines mandating literacy instruction in native languages, an entrenched ideology of “valuing orality over literacy” dominates Tâigí instruction. This reflects broader sociolinguistic hierarchies, where writing is viewed as a marker of linguistic legitimacy yet remains marginalized in vernacular education. Students often see Tâigí Romanization as complex and unnecessary, while teachers with limited proficiency or confidence deprioritize literacy instruction, reinforcing ideologies that favor spoken fluency over written competence. Family support for Tâigí literacy remains inadequate, as parents with lower literacy skills seldom encourage Tâigí reading and writing at home. Institutional constraints further limit literacy development, creating a cycle where literacy is neither actively promoted nor socially reinforced.
Nevertheless, survey data reveal that many students recognize the potential economic value of Tâigí literacy, suggesting a latent motivation to learn. Drawing on 28 teacher interviews and 1,289 student surveys, this study identifies barriers and opportunities for Tâigí literacy revitalization. Findings indicate that enhancing capacity through teacher training, expanding literacy opportunities in formal and informal settings, and fostering motivation through sociocultural and economic incentives are essential. Integrating the COD framework, this study underscores the necessity of a comprehensive and strategic approach to revitalizing Tâigí literacy within Taiwan’s language policy and educational system. Addressing language attitudes and ideological barriers is crucial for ensuring literacy education becomes a meaningful and sustained engagement with Tâigí as a written language.
