新移民幼兒在學習上最需要幫忙的是提昇語文能力。本研究採準實驗研究法，以立意取樣選取十位新移民幼兒為對象，並與其教師和母親合作，以自選十四首範例歌謠為媒介，進行七週共十四次的教學，探討應用歌謠提昇新移民幼兒語文創造力的情形。並以五點量表，測量新移民幼兒的老師和母親對歌謠教學後新移民幼兒語文創造力提昇的看法。研究結果發現：應用歌謠可以提昇新移民幼兒語言表達之變通性、獨特性、流暢性、敏感性和精進性；但是，因為新移民幼兒的語文表達起點行為多屬於「弱」或「很弱」，因此，要克服其學習上語言的問題，需要規劃比較長的時間有計畫的持續加強。 Focusing on children from new immigrant families, this study introduces children’s songs and nursery rhymes as materials to develop their linguistic creativities. According to the quasi-experimental method, we adopted purposive sampling to choose 10 immigrant children, under the age between 5 and 6, in Taipei with their mothers and teachers as our study cases. With 14 chosen songs and rhymes, we progressed 14 designed linguistic lessons within 7 weeks, and evaluated the effect of lessons for linguistic abilities, with their mothers and teachers. The result denotes that children’s songs and nursery rhymes positively develop linguistic creativities of immigrant children in aspects of flexibility, originality, fluency, sensitivity, and elaboration. It also reveals the situation that children from the new immigrant families are relatively weak in linguistic expression, so that for them a long-term designed set of linguistic lessons should be necessary.
