中師協同與外師協同執行雙語教學之助力與挑戰－ 以新北市兩所雙語實驗課程學校為例

Benefits and Challenges of Co-Teaching Between Local and Foreign English Teachers in Bilingual Education: Taking Two Bilingual Experimental Course of Elementary Schools in New Taipei City as an Example

王聖慈(Wang Sheng-Tzu)

指導教授 ： 林子斌

國立臺灣師範大學/教育學院/教育學系教育領導與政策碩士在職專班/碩士(2022年)

https://doi.org/10.6345/NTNU202200710

摘要

本研究旨在探討在雙語實驗課程學校中師及外師協同方式參與雙語實驗課程計畫的角色，以及在教學與行政層面面臨之挑戰與其因應策略，藉此了解外師參與雙語教學計畫推動之差異與情況。本研究以個案研究作為取徑，以深入了解個案學校雙語師資協同狀況，本研究選擇兩間個案學校分別在執行中師協同與外師配置兩種方案下，於學校教學及行政端面臨到哪些挑戰並如何有效因應。
本研究透過訪談與文件分析之方式蒐集資料，根據文獻探討之內容、個案學校中雙語教師的訪談及個案學校執行雙語實驗課程相關計畫資料與成果，予以分析討論及歸納整理，主要研究結論如下：
一、 外師協同雙語教學之學校多辦理交流活動與研習，透過校際間交流與合作，支持並協助外師與雙語團隊發展雙語課程
二、 雙語師資不該仰賴英語教師及外籍教師，英語教師及外籍教師可作為語言教學、教學活動設計諮詢者，協助學科領域教師進行雙語課程備課
三、 執行雙語課程之學校應組織雙語共備社群或團體，以凝聚校內教師之共識以及外師的歸屬感
四、 外籍教師協同雙語教學困難多，應尊重其教育專業並多給予適度關心
五、 學校行政組織需提供更多專業多元協助與資源，以減少雙語教師的負擔。
根據上述研究結論與發現，提供學校、現場教師及政府教育機關建議，並作為日後雙語教育推行之參考。

關鍵字

雙語教育 ； 雙語實驗課程 ； 外籍教師 ； 協同教學 ； 雙語教師

並列摘要

This study aimed to explore the current implementation of team-teaching with the local and foreign teachers in the Bilingual Experienmental Curriculum of New Taipei City and to investigate the local teachers’ perspective of team-teaching with foreign teachers in this program. This study adopted qualiative reasearch as its research approach and case study as reasearch framework to understand the benefits an challenges of team-teaching with foreign teahchers in this Bilingual Experienmental Curriculum of New Taipei City. This study selected two elementary schools participating in the Bilingual Experienmental Curriculum of New Taipei City to further understand the challenges and solutions of team-teaching with forenign teachers within teach and adminstrative works.
In this study, the data were collected by semi- structured interviews and document. The findings of the study were summarized as follows:
1. To help foreign teachers and school teachers implement bilingual education more effectively, the schools with foreign English teachers should conduct training workshops and orientations to help facilitate interaction and collaboration among schools.
2. In-service subject teachers should be the bilingual teachers instead of local English teachers and foreign teachers. Local English teachers and foreign English teachers should focus on language teaching and help the subject teachers to plan lessons together.
3. Professional Learning Community is the key factor to implement bilingual education in schools. It can help foreign teachers and schools teachers come to a consensus on bilingual education but also promote school belonging.
4. There are challenges and difficulties on bilingual education through team-teaching with foreign teachers. It’s necessary to help foreign teachers to overcome the obstacles. Foreign teachers should focus on language teaching instead of having them teaching subjects rather than language.
5. School adminstraive team could provide mutiple and profeesional assistance and support so that bilingual teachers can focus on teaching.
On the biasis of the findings, this study put forward some suggestions for schools, teachers and the education administration authority on the implementation of bilingual education in Taiwan.

並列關鍵字

bilingual education ； bilingual experienmental curriculum ； foreign English teacher ； co-teaching ； bilingual teacher

參考文獻

高淑清（2001）。在美華人留學生太太的生活世界：詮釋與反思。本土心理學研究，16，225-285。

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。

一、 中文部分

王力億（2020）。雙語教育的師資先決與師培改革。臺灣教育評論月刊，9（10），31-36。

王力億、林子斌（2021）。雙語教育推動的第一步：雙語學科教師培訓與增能的建議。已接受但尚未出版之原始資料。