雙語教育推行之探討：以臺北市一所雙語實驗課程國中為例

本研究旨在探討臺灣雙語教育政策的影響之下，雙語實驗學校如何透過雙語教師專業發展社群以及雙語教師增能來發展並培育雙語教學團隊。本研究以質性個案研究作為研究架構，以深入了解個案學校具體如何推行雙語教育，並以「沃土」雙語模式為分析架構探討影響國中階段推行雙語教育的因素，以及雙語教師專業發展社群與雙語教師增能如何影響校內推動雙語教育。研究結果發現，雙語教師增能幫助教師提升自我效能感並精進教師的雙語教學技巧，而在內容與管道上必須多元化並賦予更多彈性空間。此外，雙語教師專業發展社群協助雙語教師精進雙語教學，其組成需為本國籍英語教師搭配學科教師。最後，透過個案學校的經驗提出對於臺灣國中階段實施雙語教育之省思與建議，並作為臺灣推動雙語教育時之參考。

關鍵字

個案研究；雙語教育；雙語教師社群；雙語教師增能

並列摘要

The purpose of this study is to explore how a bilingual teaching team is formed and cultivated through a professional bilingual teacher learning community and teacher professional growth. This study chose qualitative case study as its research framework to deeply understand how to implement bilingual education in junior high schools. It selected a bilingual experimental curriculum school in Taipei and analyzed the background and development of its bilingual education. This study used the "fertile" bilingual model as the analysis framework to explore those factors that could affect the implementation of bilingual education in junior high schools. The findings are as follows. First, bilingual teachers could benefit from attending teacher training programs, workshops, and related activities in the aspect of their self-efficacy and to increase their teaching strategies. Second, the contexts and accesses of bilingual teacher training should be verified, diversified and given more flexibility. Third, a bilingual teacher professional community provides a platform for maintaining bilingual teachers' instruction strategies and cooperation between administrators and teachers. Fourth, the composition of the community should be local English teacher and bilingual subject teachers. Lastly, this study put forward some reflections and suggestions on the implementation of bilingual education in junior high schools in Taiwan and serves as a reference for Taiwan to promote bilingual education nationwide.

並列關鍵字

Case Study ； Bilingual Education ； Bilingual Teacher Professional Learning Community ； Bilingual Teacher Professional Growth

參考文獻

王俞蓓、林子斌（2021）。雙語教育的推行模式：從新加坡、加拿大的經驗反思臺灣雙語政策。中等教育，72（1），18-31。http://dx.doi.org/10.6249/SE.202103_72(1).0002 [Wang, Y. P., & Lin, T. B. (2021). The implementation of bilingual education: Reflections on Taiwan’s bilingual national policy with the experience of Singapore and Canada. Secondary Education, 72(1), 18-31. http://dx.doi.org/10.6249/SE.202103_72(1).0002]

李振清（2012）。臺灣英語教育的演進與前瞻思維。臺灣教育，674，31-40。http://dx.doi.org/10.6395/TER.201204.0031 [Li, Z. Q. (2012). The evolution and vision of Taiwan's English education. Taiwan Education Review, 674, 31-40. http://dx.doi.org/10.6395/TER.201204.0031]

林子斌（2021a）。建構臺灣「沃土」雙語模式 : 中等教育階段的現狀與未來發展。中等教育，72（1），6-17。http://dx.doi.org/10.6249/SE.202103_72(1).0001 [Lin, T. B. (2021a). Constructing the "FERTILE" bilingual model in Taiwan: The status quo and future development in secondary education. Secondary Education, 72(1), 6-17. http://dx.doi.org/10.6249/SE.202103_72(1).0001]

張武昌（2014）。臺灣英語教育的「變」與「不變」：面對挑戰，提升英語力。中等教育，65（3），6-17。http://dx.doi.org/10.6249/SE.2014.65.3.01 [Chang, Vincent. W. C. (2014). English language education in Taiwan: Facing challenges and boosting English proficiency. Secondary Education, 65(3), 6-17. http://dx.doi.org/10.6249/SE.2014.65.3.01]

陳貴馨（2021）。我所看見的臺北市國中雙語教學推動。中等教育，72（1），100-102。http://dx.doi.org/10.6249/SE.202103_72(1).0007 [Chen, K. H. (2021). My perspective of the promotion of bilingual education in Taipei City junior high school. Secondary Education, 72(1), 100-102. http://dx.doi.org/10.6249/SE.202103_72(1).0007]

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