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

Development of Bilingual Education–A Case Study of a Junior High School with Bilingual Curriculum in Taiwan, Taipei City

劉堯馨(Liu Yao-Hsin)

指導教授 ： 林子斌

國立臺灣師範大學/教育學院/教育政策與行政研究所/碩士(2022年)

https://doi.org/10.6345/NTNU202200440

摘要

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，以及雙語實驗學校的行政人員以及教師對於雙語教育政策的理解，兩者如何互相合作，成就雙語教育的推動歷程及策略。本研究以質性研究為設計取向，其中選擇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;研究對象為一所位於臺北市之雙語課程實驗學校，分析該校推行雙語教育的推行歷程與背景，了解學校推行雙語教育的概況，釐清個案學校行政人員與教師對於雙語教育的理解內涵，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，並探討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。
本研究透過訪談、參與觀察以及文件分析之方式蒐集資料，綜合文獻探討的 內容以及對於個案學校中的行政人員以及教師的訪談，研究結果發現如下:
一、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。
二、雙語教學之教師增能在內容與管道上必須多元化並賦予更多彈性空間。
三、雙語教師專業發展社群協助雙語教師精進雙語教學，並作為行政與教學之間合作與溝通的平台。
四、雙語教師專業發展社群組成需為本國籍英語教師搭配學科教師。
五、雙語實驗學校環境建置有賴增加行政人員誘因，增能活動以及硬體設施與課程內容融合之規劃。
六、行政與教學之間的認知落差會阻礙雙語教學的推動。
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

雙語教育 ； 雙語教師增能 ； 雙語教師社群 ； 個案研究

並列摘要

The purpose of this study is to explore how the bilingual teaching team is formed and cultivated through professional bilingual teacher learning community and teacher professional growth, how the school administrators and teachers comprehend bilingual education policy and the actual implementation strategies of bilingual teaching in schools. This study chooses qualitative research as its research approach and chooses case study as its research framework to deeply understand how to implement bilingual education in the junior high school. This study selects a bilingual experimental curriculum school located in Taipei and analyzes the background and the development of bilingual education in the school to have a better understanding of the implementation of bilingual education. Also, this study uses the "fertile" bilingual model as the analysis framework to explore the factors that can affect the implementation of bilingual education in junior high schools.
In this study, data were collected by means of interviews, observation and document analysis. The content of literature and interviews with administrators and teachers in the case school were also integrated. The findings are as follows:
1. Bilingual teachers can benefit from receiving teacher training program, workshops and related activities on the aspect of teachers’ self-efficacy and increase their teaching strategies.
2. The contexts and accesses of bilingual teacher training program, workshops and so on should be verified and diversified and given much more flexibility.
3. Bilingual teacher professional community provides a platform for maintaining iv
bilingual teachers’ bilingual teaching strategies and cooperation between
administrators and teachers.
4. The composition of bilingual teacher professional community should be local English teacher and bilingual subject teachers.
5. In order to bilingualize the whole school, not only do administrators need some procedures to increase their willingness and receive trainings; but it is also necessary for combining teaching contexts into the environment.
6. The different thoughts between administrators and teachers will devastate the
development of bilingual education.
Finally, this study puts 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 in Taiwan.

並列關鍵字

bilingual education ； bilingual teacher professional growth ； bilingual teacher professional learning community ； case study

參考文獻

丁一顧（2014）。教師專業學習社群之調查研究：「關注學生學習成效」為焦點。課程與教學季刊，17（1），209-232。

林金定、嚴嘉楓、陳美花（2005）。質性研究方法：訪談模式與實施步驟分析。

中文文獻

Chen, F., Kao, S. M., & Tsou, W. （2020）. 從 [英語為國際通用語] 趨勢審視臺灣的雙語教育政策: 方案制定與課室實踐間的落差. English Teaching & Learning, 44, 175-191.

LTTC （2021）。CLIL和EMI、Immersion、Content-Based Instruction有什麼不同?LTTC財團法人語言訓練中心。https://lttc-li.tw/clil101_003/