幼兒園融入式英語教學：兼具幼教與英文專業背景教師之實踐

Integrated English Curriculum in a Kindergarten: Classroom Practices of an Early Childhood and English Teacher

謝明芳(Ming-Fang Hsieh)

《新竹教育大學教育學報》 30卷1期 (2013/06) Pp. 1-38

https://doi.org/10.3966/199679772013063001001

摘要

本研究旨在探究一位幼兒老師如何將英語學習融入幼兒的日常生活中，並了解老師使用的教學策略及考量因素。資料收集包括七個月的課室觀察與教師訪談。幼教老師將英語教學融入學校的用餐時間、轉銜時間、例行活動時段與故事時間等；由於這位老師具備幼教背景，在教學中會考量幼兒發展的特性、興趣與個別學習方式，並多層次地使用翻譯、引導與提示、正確示範、同儕協助、提供視覺指引、提供實物、連結、口頭鼓勵、及故意說錯等策略，以呼應融入式英語教學的目標。本研究據此提出英語教學實務以及未來研究方向的建議。

關鍵字

融入式英語教學 ； 教學策略 ； 幼兒英語教師

並列摘要

We explored the teaching practices of a teacher who has early childhood training and proficient English skills for an integrated English curriculum in a 4- to 6-year-old mixed-age classroom. The purpose of this study was to investigate how to integrate English into the daily routines of children and clarify the teaching strategies and considerations of the teacher when using these strategies. The data included classroom observations for 7 months and teacher interviews. The results showed how English learning activities echoed the purposes of an integrated English curriculum. English learning was integrated into lunchtime, transitions, warm-up, story time, and cooking activities through a multilayered process that involved various strategies such as translating, guiding, modeling, facilitating peer assistance, providing visual aids, providing artifacts, bridging, praising, and making deliberate errors while speaking. The general knowledge of child development and individual children's interests and learning were the teacher's considerations. We also provide suggestions for teaching practices and future research directions.

並列關鍵字

Integrated English curriculum ； teaching strategies ； early childhood English language teachers

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