突破雙語教育困境：宜蘭縣國民小學解決雙語師資不足策略之研究

Breaking Through Bilingual Education Challenges: A Study on Strategies to Address Bilingual Teacher Shortages in Yilan County Elementary Schools

本研究旨在探討宜蘭縣學校在推動雙語教育過程中所面臨的師資不足困境及其解決策略。隨著政府積極推動「2030雙語政策」，全臺已有超過六成的學校實施雙語課程，但雙語師資缺乏成為推動政策的重要挑戰。本研究採用質性研究方法，透過深度訪談宜蘭縣內九位具有豐富雙語教育推動經驗之國小校長，分析其在面對師資不足時所採取的應對策略。研究結果顯示，解決師資不足的策略包括：提供實質獎勵措施以激勵教師投入、掌握教育目標以確立教學方向、促進全校性參與以分擔教師壓力、善用現有師資以擴大教學協助、活用數位工具以擴大教學範圍、充實教學資源以支持教師需求、強化師資增能管道以提升教學信心、運用多校共聘模式以彌補師資不足之缺口。本研究提出四項建議供未來政策與實務參考。首先，政府應加強政策支持與誘因措施，以提升教師投入雙語教學的意願；其次，學校應促進全校參與及行政支援，減輕教師負擔並優化教學環境；此外，應積極運用數位工具與共享資源，擴展雙語教育的可及性；最後，優化校內現有資源與專業發展，並鼓勵非英語專長教師逐步參與，以培養更多的雙語教學人才。

This study aims to explore the challenges of teacher shortages and corresponding coping strategies in the implementation of bilingual education in elementary schools in Yilan County. With the government’s active promotion of the “Bilingual 2030 Policy”, over 60% of schools across Taiwan have implemented bilingual curricula. However, the shortage of qualified bilingual teachers has become a significant obstacle to policy implementation. This research adopts a qualitative approach, conducting in-depth interviews with nine elementary school principals in Yilan County who have extensive experience in promoting bilingual education. Findings reveal several key strategies employed to address the shortage of bilingual teachers: offering tangible incentives to motivate teacher participation, clarifying educational objectives to guide instructional direction, promoting school-wide involvement to alleviate individual teaching burdens, leveraging existing staff to extend instructional support, utilizing digital tools to broaden the reach of bilingual instruction, enriching teaching resources to meet teachers’ needs, enhancing professional development channels to boost teaching confidence, and adopting shared teacher employment models among schools to fill staffing gaps. Based on the findings, the study offers four recommendations for future policy and practice. First, the government should strengthen policy support and incentive mechanisms to increase teacher willingness to engage in bilingual teaching. Second, schools should promote whole-school involvement and provide administrative support to reduce teacher workload and improve the teaching environment. Third, digital tools and shared resources should be actively utilized to enhance the accessibility of bilingual education. Finally, schools should optimize internal resources and professional development opportunities, and encourage non-English subject teachers to gradually participate, thereby cultivating a larger pool of bilingual teaching talent.