雙語教育政策與大專運動員之英語教學因應策略

Bilingual Education Policy and Reactive Strategy of English Education for College Athletes

2018年行政院宣布以發展臺灣為雙語國家為目標的「2030雙語國家政策發展藍圖」，計劃於2019年開始著手進行雙語教育（Bilingual Education），強調由國小英語教育開始，預計在2030年達成目標。本文爬梳藍圖中「2030」概念的發展背景、了解雙語教育的意涵、釐清「英語為外語（EFL）」教學和「英語為第二語言（ESL）」教學的異同，同時思考雙語教育政策下，臺灣向來「以英語為外語（EFL）」的教學，在轉化為「以英語為第二語言（ESL）」的教學上，可能會遭遇的困難與需要先解決的問題。再由體育大學生英文能力的現況，探討大專運動員英語學習上的議題及提出可能的教學策略，以因應未來雙語教育發展的趨勢。

In December of 2018, the Executive Yuan approved a blueprint drafted by the National Development Council to develop Taiwan into a bilingual nation by 2030. One of the major layouts is to bolster Taiwan’s bilingual system, with an initial focus on primary and middle school students receiving exclusive English instruction, starting in 2019 and aiming to achieve the goal of the bilingual nation in 8-12 years. The blueprint for the bilingual education policy has an arbitrary year 2030. In this paper, the author first studied the background of the idea “2030,” then clarified the meaning of bilingual education, with an analysis of the differences between EFL (English as a Foreign Language) and ESL (English as a Second Language), and finally predicted problems and difficulties when transferring EFL teaching into ESL teaching under bilingual education policy. To cope with the potential problems encountered in the coming future with the forthcoming implementation of bilingual education system, especially for lower-level learners, the author proposed reactive strategies with interactive teaching methods applied in her English class for college athletes in a sport university in northern Taiwan. The author resorted to VARK-learning modalities developed by Dunn & Fleming (2013) to understand college athletes’ preferable learning styles first, then, designed classroom activities by applying Kahoot! (a game-based learning platform with interactive response system and instant feedback) to motivate and enhance athletes’ learning.