當偏鄉小校遇到外籍英語教師：以嘉義縣阿里山教育資源中心為例

When Rural Schools Meet “One” Foreign English Teacher: Lessons From Alishan Educational Resources Center

教育部為改善偏鄉及離島地區英語教師人力不足與促進國中小英語師資教學與文化交流，期待進一步縮短城鄉教育品質之差距，自2003年起推動「教育部推動國民中小學英語教學合作團隊實施計畫」；在2017年立法院三讀通過的《偏遠地區學校教育發展條例》被視為保障偏遠地區學校永續發展法制的基石。而「嘉義縣阿里山教育資源中心」也在《偏遠地區學校教育發展條例》下因應而生。當外籍英語教師計畫遇上偏鄉條例，透過在「阿里山教育資源中心」的巧遇而有了新的詮釋。本研究先介紹雙語教育政策與引進外籍英語教學人員計畫，再還原「阿里山教育資源中心」參與引進外籍英語教師計畫的歷程，進一步分析規劃外師深入偏鄉學校進行英語巡迴教學所面對的挑戰及其美麗與哀愁，希望透過計畫的推動與實踐的過程，讓偏鄉教育資源中心成為引進外師的平台，真正落實改善偏鄉、離島等地區英語教師不足等問題、縮短城鄉教育品質之差距、促進國小外籍英語師資教學與文化交流，實現教育公平的教育理想。

In order to improve the educational quality in the rural and outlying islands schools especially for English teaching, the government in Taiwan released a series of educational policies to help elementary and junior high school English teaching cooperation since the year of 2003. Moreover, the Ministry of Education implemented the Act for Education Development of Schools in Remote Areas in 2017 to protect the sustainability of remote communities and schoolings. To face the struggles related to rural areas and schooling above, the Chiayi government setup the Alishan Educational Resource Center to deal with the issues of bilingual education and rural schoolings. To figure out the pros and cons of Alishan Educational Resource Center, the principal investigators introduce the backgrounds of bilingual educational policies and the Taiwan Foreign English Teacher Program (TFETP), and highlight the development of Alishan Educational Resource Center first. Secondly, the authors observed and interviewed one target foreign English teacher, co-teachers, students, parents, and principals to reflect the positive and negative experiences when rural schools meet one foreign English teacher. Finally, we hope to provide some “positive” evidences to improve the quality of English teaching and international education for the rural area schoolings.