在臺灣國小實施雙語教學所面臨的挑戰及教師專業發展之可行建議

Challenges Facing Teachers in Implementing Bilingual Instruction in Taiwan and Implications for Teacher Professional Development

本文探討在臺灣國小實施雙語教學時，教師們所面臨的挑戰以及所需的專業知能，並提出雙語教師專業發展的可行建議。在本文中，雙語教學意指學科內容與語言整合的教學（CLIL），也就是整合英語和其他學科（例如數學、音樂或體育）的學習；國小雙語教師則是在國小進行雙語教學的英語教師。在本文中，作者藉由訪談及問卷調查，蒐集研究資料，研究發現教師在雙語教學所面臨的挑戰為：一、對CLIL課程的不確定性；二、不熟悉學科內容；三、無法以英語教授學科內容；四、缺乏CLIL教材；五、學科教師的反彈。教師們認為雙語教師應具備的專業知能包括：一、學科內容的知識；二、使用英文教授學科內容的能力；三、CLIL教學架構的知識；四、設計CLIL課程的能力；五、運用CLIL教材教法的能力。

The present study aims to explore the implementation of bilingual instruction in elementary schools in Taiwan from the perspective of in-service bilingual teachers. In this study, bilingual instruction is referred to content and language integrated learning (CLIL); and bilingual teachers are English teachers who teach non-language subjects through bilingual instruction, i.e., CLIL approach. Through interviews and questionnaire survey with English teachers at elementary schools, the study reveals the challenges that bilingual teachers encountered in CLIL such as not knowing the content of non-language school subjects, not familiar with the CLIL framework, unable to teach non-language subjects in English, and lacking CLIL teaching materials. The study also finds that the competences and knowledge necessary for implementing CLIL include knowledge of non-language school subjects, ability to teach non-language subjects in English, knowledge of CLIL framework, ability to design CLIL lessons, and ability to adapt CLIL teaching materials and methodology. In view of the findings, the author made suggestions on professional development for in-service bilingual teachers at the elementary level.