As a multicultural state, Taiwan enjoys the indigenous cultures as her important cultural assets. To sustain indigenous cultural heritage, one shall begin from the early childhood stage. The experience of the Maori people in New Zealand proves that the language-cultural revitalization effect is best when the indigenous young children learn under an immersed pedagogical environment in their tribe languages.
Instead of its being gradually emphasized, the effect of the revitalization of indigenous languages and cultures at the early childhood stage is still limited, partly because the tribe language and culture curriculum is too short and additional for the young children to learn their tribe language and culture naturally in an immersed environment.
This article aimed to explore the effect of tribe language and cultural immersion curriculum carried out by teachers at an early childhood care institute in an indigenous tribe. Quality research methods such as interviews, participant observation, and data collection were used.
Having been studied for one year, the result proved the multi-dimensional effect of the immersion tribe language and cultural curriculum. First, the indigenous children were given good basis for their tribe language and culture since early childhood. Second, the preschool children still were equipped with basic cognitive ability needed for linking to primary school education. Finally, the emphasis for sustainable heritage of tribe culture was enhanced, so that people at the tribe could promote the curriculum with the early childhood caring center hand in hand.