雙語教師專業實踐與反思：國小教師實施「沉浸式英語教學」之個案研究

• Published in: School Administrators no. 146; pp. 088 - 115
• Main Authors: 吳昀蒨(Yun-Chien Wu), 簡梅瑩(Mei-Ying Chien)
• Format: Journal Article
• Language: Chinese
• Published: 台灣 社團法人中華民國學校行政研究學會 16.07.2023; School Administrators Research Association, R.O.C
• Subjects: Bilingual Education; Bilingual Teacher; Bilingual Teachers; Bilingualism; Curriculum development; Data collection; Education policy; Elementary education; Elementary school teachers; English as a second language instruction; English as a second language learning; English as a second language teaching methods; Immersion English Learning; Immersion programs; Language Skills; Motivation; Teacher Education; Teachers; Teaching; Teaching Methods; 師資培育; 沉浸式英語教學; 雙語教師; 雙語教育; Taiwan; 雙語教師; 沉浸式英語教學; Bilingual Teacher; Bilingual Education; Immersion English Learning; 雙語教育; 師資培育; Teacher Education
• ISSN: 1606-8300
• DOI: 10.6423/HHHC.202307_(146).0004

To boost international competitiveness of Taiwan, the Executive Yuan announced the Bilingual 2030 policy in 2018. Schools at all lev¬els since then have begun to implement various bilingual education pro¬grams. However, there has been a serious shortage of bilingual teachers in elementary schools. In addition, it is also a challenge for teachers involved in bilingual programs to manage related issues in curriculum planning, teaching methods and evaluation. This case-study was conducted with a bilingual teacher at an elementary school in Taipei City; semi-structured interviews, classroom observations and document collection were used for data collection to explore the training process of a bilingual teacher and the teaching experience of “Immersion English Learning”. The main findings of this study are as follows: 1. The training of bilingual teachers should focus on the oral language skills of trainee teachers as well as en¬hance their professional knowledge of interdisciplinary subjects; 2. The implementatio