雙語教師專業實踐與反思：國小教師實施「沉浸式英語教學」之個案研究

The Professional Practice and Reflection of a Bilingual Teacher: A Case-study on the Implementation of "Immersion English Learning" by an Elementary School Teacher

10.6423/HHHC.202307_(146).0004

吳昀蒨(Yun-Chien Wu)；簡梅瑩(Mei-Ying Chien)

沉浸式英語教學 ； 師資培育 ； 雙語教育 ； 雙語教師 ； Immersion English Learning ； Teacher Education ； Bilingual Education ； Bilingual Teacher

學校行政

146期（2023 / 07 / 16）

88 - 115

繁體中文;英文

為提升臺灣國際競爭力，行政院於2018年發布2030雙語政策，自始各層級學校開始推行不同類型之雙語教育計劃。目前國小教學現場面臨雙語師資嚴重不足，另如何擬定規劃雙語教學之課程內容、教材教法、教學評量等也是教師需因應之挑戰。本研究聚焦在國民小學階段，以台北市某國民小學現任雙語教師為研究個案，藉由半結構式訪談、課室教學觀察與文件資料蒐集，探討其成為雙語教師之歷程、及參與「沉浸式英語教學」之實務教學經驗。此研究主要發現為：一、雙語師資培育需注重教師自身英語口說能力，且需增強跨領域學科之專業知能；二、國小「沉浸式英語教學」實施需能以達成領域核心目標來設計課程，並納入多元教學策略激發學生學習動機。

To boost international competitiveness of Taiwan, the Executive Yuan announced the Bilingual 2030 policy in 2018. Schools at all levels since then have begun to implement various bilingual education programs. However, there has been a serious shortage of bilingual teachers in elementary schools. In addition, it is also a challenge for teachers involved in bilingual programs to manage related issues in curriculum planning, teaching methods and evaluation. This case-study was conducted with a bilingual teacher at an elementary school in Taipei City; semi-structured interviews, classroom observations and document collection were used for data collection to explore the training process of a bilingual teacher and the teaching experience of "Immersion English Learning". The main findings of this study are as follows: 1. The training of bilingual teachers should focus on the oral language skills of trainee teachers as well as enhance their professional knowledge of interdisciplinary subjects; 2. The implementation of "Immersion English Learning" at elementary schools will require well planned curriculum which fulfills core competencies of each domain as well as incorporate multiple teaching strategies to stimulate students' learning motivation.

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