歐洲CLIL教師專業能力架構之內涵特色及其應用啟示

An Analysis of European CLIL Teacher’s Competences Frameworks: Features and Implications

臺灣自《2030雙語政策》推動以來，各級教育單位無不積極推展教育體系的雙語活化，在各種雙語教學實施策略方案中，以「學科內容與語言整合學習」（Content andLanguage Integrated Learning, CLIL）模式為許多中小學所採用，但卻鮮少探析CLIL教師所必備的專業能力。基於此，本文藉由引介歐洲三大CLIL教師專業能力架構—「CLIL專業素質矩陣」、「CLIL教師能力架構」及「歐洲CLIL教師教育架構：CLIL教師專業發展架構」—來探究歐洲CLIL教師專業能力的核心面向與能力指標，並透過分析其內涵特色及其應用啟示，從自我反思、學理知能、實踐知能及脈絡融入四大核心面向，提出臺灣雙語教師專業能力發展架構芻議，希冀能為臺灣雙語教師教育提供較全面的思考角度，作為雙語教師職前培育及在職專業成長方案規劃之參考。

The promulgation of the “Bilingual 2030” policy has made “bilingualism” the common goal across all levels of Taiwan’s education system, and the “Content and Language Integrated Learning” (CLIL) model has become the most popular approach for implementing bilingual education in primary and secondary schools in many counties and cities. However, the required CLIL teachers’ professional competences were rarely explored in depths. In response to the urgent need of preparing competent CLIL teachers, this article reviews three most prominent European CLIL teacher performance frameworks: “The CLIL Quality Matrix,” “The CLIL Teacher’s Competences Grid” and the “European Framework for CLIL Teacher Education: A Framework for the Professional Development of CLIL Teachers”. Inspired by their great application potential, this article explores the competences, indicators and features, and proposes a Professional Competences Framework for the development of bilingual subject teachers in Taiwan, featuring four core competences of Self-reflection, Fundamental Competences, Praxis Competences, and Contextualization. This article hopes to substantiate thinking for further research in Taiwan’s CLIL and bilingual teachers’ preparation, and to provide reference for the planning of professional development programs for bilingual teachers.