面對全球化，台灣政府致力提升國民英語能力，以增強國民競爭力。為達成此目標，政府推出《2030雙語國家發展藍圖》（國發會，2018）（後改名為《2030雙語政策》），並實施了一系列相應措施。其中一項重要措施是雙語教育政策，該政策對台灣的教育產生了重大影響。由於雙語教育的目標是提升國民的英語能力，瞭解教師於雙語課程中優先考量的英語知能，將有助於我們洞悉學生在雙語課程中可能發展的英語知識或能力。因此，本論文探析北台灣一個雙語教師培訓計劃中，教師於教案中設定的語言目標，藉此瞭解教師在雙語課程中著重的語言知能。
本研究共收集了188份雙語教案，使用SIOP模式（Echevarria等，2017）和修訂版布魯姆分類法（Anderson & Krathwohl，2001），從語言技能、功能、成分和學習策略四面向，運用內容分析法對語言目標進行分類、識別這些雙語教案中強調的語言學習知能。研究結果顯示，在語言技能方面，教師所設定的語言目標雖涵蓋英語文聽、說、讀、寫四大基本語言技能，但口說的占比最大（約五成）。在語言功能方面，理解和應用佔了將近八成的語言目標，遠超過其他語言功能。在語言成分方面，教師偏好選擇以學科為導向的內容，該傾向在詞彙、句構，及文法的教學目標皆可觀察到。 涉及語言學習策略的語言目標則數量有限，難以得知教師設定此類語言目標的偏重情況。以上發現不因教育階段和學校類型之不同，而有明顯差異。
依據研究發現，本論文對雙語教學提出幾點建議。首先，本研究中的雙語教師過度強調語言產出技能，由於接收、理解技能與產出技能相互依存，建議教師應平衡教學比重，以協助學生發展不同的語言技能。再者，本研究教師過度偏重學科導向的詞彙學習，此趨勢可能會過度增加學生的英語學習負擔，建議教師妥適選擇雙語課堂中讓學生學習的詞彙，平衡學科導向和跨學科可重複使用的詞彙。此外，鑑於本研究發現語言學習策略極被忽略，建議教師在雙語課堂中或許可嘗試融入此類學習目標，協助學生面對雙語學習的挑戰。最後，為協助學科雙語教師專業發展，本研究建議建立語言教師和雙語教師合作的機制，並提供雙語教師語言意識培訓。

Faced with globalization, Taiwan’s government strives to elevate its citizens’ English proficiency to enhance their competitiveness. To achieve this goal, the Blueprint for Developing Taiwan into a Bilingual Nation by 2030 (National Development Council, 2018) (later renamed as “2030 Bilingual Policy”) was implemented, under which several measures were taken. Among them, the bilingual education policy was a measure that greatly impacted Taiwan’s education. Since bilingual education aims to improve citizens’ English proficiency, it is important to understand teachers’ priorities regarding English learning in bilingual classes. This insight can help illustrate the nature of bilingual classes in Taiwan and the English knowledge or competence students may develop in bilingual classes. This thesis thus examined the language objectives in bilingual lesson plans to elucidate the English knowledge and competence emphasized by teachers enrolled in a bilingual teacher training program in northern Taiwan.
One hundred and eighty-eight bilingual lesson plans with language objectives were collected and analyzed through content analysis. A coding scheme was developed based on the SIOP model (Echevarria et al., 2017) and the revised Bloom’s taxonomy (Anderson & Krathwohl, 2001). The language objectives were analyzed from four aspects: language skills, language functions, language components, and language learning strategies; the domains emphasized most in these bilingual lesson plans were identified. Regarding language skills, results showed that although the language objectives involved all four language skills, speaking comprised the largest percentage (about 50%). For language functions, understanding and applying accounted for nearly 80% of the language objectives, far surpassing the other functions. Concerning language components, the subject-oriented vocabulary and language structures/grammar were emphasized more than the general academic ones. Scant language objectives concerned language learning strategies, making identifying the strategies emphasized in bilingual classes impossible. The above results did not vary substantially with education levels and school types.
A few pedagogical implications can be drawn from the study. Firstly, teachers in this study over-emphasized productive language skills. Since receptive and productive skills are interconnected, teachers need to adopt a balanced approach to ensure students learn different language skills. Secondly, teachers in this study over-emphasized learning of subject-oriented vocabulary, which may tremendously increase students’ learning load. Therefore, teachers should prudently select vocabulary for their bilingual class, balancing learning of subject-oriented words and general academic words that can be recycled in various contexts. Thirdly, language learning strategies were found to be almost neglected in bilingual lessons. To help students cope with the challenge of learning in bilingual classes, teachers may consider incorporating learning strategies in their bilingual classes. Lastly, to help build teacher professional development, we suggested building a collaboration mechanism between content teachers and language teachers and providing bilingual teachers with language awareness training.

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