簡易檢索 / 詳目顯示

回結果列表
研究生： 周子筠
Chou, Tzu-Yun
論文名稱： 臺灣教師實施雙語教育—臺北小學教師面臨的挑戰
Primary School Teachers’ Experiences in Implementing Bilingual Education in Taiwan – A Case Study Exploring Challenges for Teachers in Taipei
指導教授： 李宜倩
Lee, Yi-Chien
口試委員： 陳薇文
Chen, Wei-Wen
吳美貞
Wu, Mei-Chen
李宜倩
Lee, Yi-Chien
口試日期： 2024/06/25
學位類別： 碩士
Master
系所名稱： 英語學系
Department of English
論文出版年： 2024
畢業學年度： 112
語文別： 英文
論文頁數： 118
中文關鍵詞： 雙語教育 、政策 、小學 、個案研究 、挑戰
英文關鍵詞： bilingual education, policy, primary school, case study, challenges
研究方法: 個案研究法
DOI URL： http://doi.org/10.6345/NTNU202401135
論文種類： 學術論文
相關次數： 點閱：285  下載：0 
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

    • 儘管雙語教育政策及其實施日益受到關注，但很少有研究以小學教師的視角探討他們的日常挑戰以及需要的支持。本研究將範圍縮小到正在實施雙語教育的臺北在職小學教師，旨在調查實施者的觀點，並了解他們面臨的挑戰以及需要的支持。
    本研究採個案研究法，選取案例學校的三位小學教師作為研究對象，對他們實際的雙語教育實施狀況進行深入的調查。訪談資料為本研究主要採用的資料，輔以參與者的會議觀察、課堂觀察和相關的文件資料，作為額外的三角測量資料，以進一步驗證從訪談中獲得的見解。
    研究結果表明，小學教師對於政策的理解受到個人背景和社會環境等各種因素影響。另外，本研究探討他們面臨的挑戰和需要的支持，針對雙語教育實施的複雜性，為政策的各個相關人員提供了寶貴的參考資訊。

    Despite the growing attention to bilingual education policy and its implementation, few studies have explored the daily challenges and support needed by local implementers from their perspectives. By narrowing down the scope to in-service primary school teachers in Taipei who are implementing bilingual education, this study aims to investigate the perspectives of the implementers and to understand the challenges they face and the kinds of support they require.
    A case study methodology was adopted in this study. Three primary school teachers from the case schools were selected to conduct an in-depth investigation of their actual implementation of bilingual education. Interview data were used as the main source of information for this study, supplemented by participants’ observations of meetings, classroom observations, and relevant documents as additional triangulation data to further validate the insights gained from the interviews.
    The findings indicate that the primary school teachers’ perceptions of the policy were affected by various factors, such as their individual backgrounds and social context. In addition, this study explores the challenges they face and the support they need, providing valuable reference information for different policy stakeholders in view of the complexity of implementing bilingual education.

    CHAPTER ONE INTRODUCTION 1 CHAPTER TWO LITERATURE REVIEW 4 2-1 Education Policy Implementation and Challenges 4 2-1-1 Implementation of Education Policies 4 2-1-2 Challenges in Implementing Education Policy 6 2-2 Bilingual Education Policy Implementation and Challenges 7 2-2-1 Bilingual Education Implementation 7 2-2-2 Challenges in Implementing Bilingual Education Policies 12 2-3 Teachers’ Role in Bilingual Education Policy Implementation 15 2-4 Bilingual Education and Challenges in Taiwan 18 2-4-1 Bilingual Education Policy and Implementation in Taiwan 18 2-4-2 Challenges in Bilingual Education in Taiwan 20 2-5 Theoretical Framework 26 CHAPTER THREE METHODOLOGY 30 3-1 Research Design 30 3-2 Research Questions 30 3-3 Research Context 31 3-3-1 Research Site 31 3-3-2 Participants 32 3-4 Data Collection Procedure and Instruments 33 3-4-1 Semi-structured Interview 35 3-4-2 Observation 36 3-4-3 Documentation 37 3-4-4 Additional Interviews (as necessary) 38 3-5 Data Analysis 38 CHAPTER FOUR RESULTS 40 4-1 Teachers’ Perceptions and Interpretation of Bilingual Education 42 4-1-1 Teachers’ Individual Backgrounds 46 4-1-2 Social Context 53 4-2 Challenges for the Teachers 58 4-2-1 Inadequate Bilingual Teaching Force 58 4-2-2 Time Limitation 62 4-2-3 Insufficient Teaching Materials 64 4-2-4 Students’ Bimodal English Proficiency 66 4-2-5 Policy Ambiguity 68 4-3 Support for Bilingual Teachers 72 4-3-1 Teacher Training 72 4-3-2 Appropriate Teaching Materials 78 4-3-3 Minimizing the English Proficiency Gap in Class 79 4-3-4 Top-down Integration 82 4-3-5 Additional Incentives 86 CHAPTER FIVE DISCUSSION 88 5-1 Teachers’ Perceptions and Interpretations of Bilingual Education 88 5-2 Challenges for the Teachers 92 5-3 Support for Bilingual Teachers 96 CHAPTER SIX CONCLUSION 100 References 105 Appendix 1: Interview Questions 114 Appendix 2: Classroom Observation Form 117 Appendix 3: Meeting Observation Form 118

    Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual matters.
    Ball, S. (1994). Education Reform: A Critical and Post-structural Approach. McGraw-Hill Education (UK).
    Bates, J., Lewis, S., & Pickard, A. (2013). Education policy, practice and the professional. Bloomsbury Publishing.
    Birkland, T. A. (2020). An introduction to the policy process: Theories, concepts, and models of public policy making. Routledge.
    Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal, 9(2), 27-40.
    Cenoz, J., Genesee, F., & Gorter, D. (2014). Critical analysis of CLIL: Taking stock and looking forward. Applied Linguistics, 35(3), 243–262.
    Chen, F., Kao, S. M., & Tsou, W. (2020). Toward ELF-Informed Bilingual Education in Taiwan: Addressing Incongruity Between Policy and Practice. English Teaching and Learning, 44 (2), 175–191.
    Chiu, Y. C. (2021) An analysis of bilingual education promotion plans of local governments: a study of six municipalities. 台灣的雙語教育：挑戰與對策. 121-175. 財團法人黃昆輝教授教育基金會.
    Chou, C. T. (2021) Bilingual education: a win-win or a lose-lose. 台灣的雙語教育：挑戰與對策. 97-119. 財團法人黃昆輝教授教育基金會.
    Ciesielska, M., Boström, K. W., & Öhlander, M. (2018). Observation methods. Qualitative methodologies in organization studies: Volume II: Methods and possibilities, 33-52.
    Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th edition). Sage publications.
    Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th edition). Sage publications.
    Cummins, J. (2008). Teaching for transfer: challenging the two solitudes assumption in bilingual education. Encyclopedia of Language and Education, 2nd edition, Volume 5: Bilingual Education. 65-75. Springer.
    Cummins, J., & Hornberger, N. H. (Eds.). (2008). Encyclopedia of Language and Education, 2nd edition, Volume 5: Bilingual Education. Springer.
    Del Valle, S. (2003). Language rights and the law in the United States: Finding our voices.
    Dennaoui, K., Nicholls, R. J., O’Connor, M., Tarasuik, J., Kvalsvig, A., & Goldfeld, S. (2016). The English proficiency and academic language skills of Australian bilingual children during the primary school years. International journal of speech-language pathology, 18(2), 157-165.
    Dye, T. R. (1992). Understanding public policy [by] Thomas R. Dye.
    Genesee, F., & Lindholm-Leary, K. (2008). Dual language education in Canada and the USA. Encyclopedia of Language and Education, 2nd, Volume 5: Bilingual Education. 253-263. Springer.
    Gieser, J. D. (2015). An International Academic Partnership through a Policy Implementation Lens: Top-Down, Bottom-Up or Somewhere in Between?. In FIRE: Forum for International Research in Education (Vol. 2, No. 3, pp. 62-79). Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015.
    Hall, C. M. (1999). Rethinking collaboration and partnership: A public policy perspective. Journal of sustainable tourism, 7(3-4), 274-289.
    Her, O. S. & Chiang, W. Y. (2021). 2030 Bilingual nation: fallacies in reasoning and values. 台灣的雙語教育：挑戰與對策. 67-95. 財團法人黃昆輝教授教育基金會.
    Horton, J., Macve, R., & Struyven, G. (2004). Qualitative research: experiences in using semi-structured interviews. In The real life guide to accounting research (pp. 339-357). Elsevier.
    Huguet, À., Lasagabaster, D., & Vila, I. (2008). Bilingual education in Spain: present realities and future challenges. Encyclopedia of Language and Education, 2nd, Volume 5: Bilingual Education. 225-235. Springer.
    Kaptain, H. J. (2007). Teacher attitudes toward bilingual education: The power and possibility of a two-way immersion program to effect change. Iowa State University.
    Knapp, M. S., Stearns, M. S., Turnbull, B. J., David, J. L., & Peterson, S. M. (1991). Cumulative effects of federal education policies at the local level. Education policy implementation, 105-124.
    Lasagabaster, D., & de Zarobe, Y. R. (Eds.). (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge Scholars Publishing
    Lambert, S. D., & Loiselle, C. G. (2008). Combining individual interviews and focus groups to enhance data richness. Journal of advanced nursing, 62(2), 228-237.
    Mason, M. (2016). Is thorough implementation of policy change in education actually possible? What complexity theory tells us about initiating and sustaining change. European Journal of Education, 51(4), 437-440.
    McLaughlin, M. W. (1987). Learning from experience: Lessons from policy implementation. Educational evaluation and policy analysis, 9(2), 171-178.
    May, S. (2008). Bilingual/Immersion education: what the research tell us. Encyclopedia of Language and Education, 2nd edition, Volume 5: Bilingual Education. 19-34. Springer.
    Mohanty, A. K. (2008). Multilingual education in India. Encyclopedia of Language and Education, 2nd, Volume 5: Bilingual Education.165-174. Springer.
    Mok, K. H. (2006). Education reform and education policy in East Asia. Routledge.
    Mora, J. K., Wink, J., & Wink, D. (2001). Dueling models of dual language instruction: A critical review of the literature and program implementation guide. Bilingual Research Journal, 25(4), 435-460.
    Mwaniki, M., Arias, M. B., & Wiley, T. G. (2017). Bilingual education policy. Bilingual and multilingual, 3. 35-49. Springer.
    Obondo, M. A. (2008). Bilingual education in Africa: An overview. Encyclopedia of Language and Education, 2nd edition, Volume 5: Bilingual Education. 151-161. Springer.
    Odden, A. (Ed.). (1991). Education policy implementation. SUNY Press.
    Pakir, A. (2008). Bilingual education in Singapore. Encyclopedia of Language and Education, 2nd, Volume 5: Bilingual Education. 191-203. Springer.
    Rabiee, F. (2004). Focus-group interview and data analysis. Proceedings of the nutrition society, 63(4), 655-660.
    Rabionet, S. E. (2011). How I learned to design and conduct semi-structured interviews: an ongoing and continuous journey. Qualitative Report, 16(2), 563-566.
    Rahman, A., Mawar, M., Tuti, R. W. D., Handayani, N., & Sahrul, M. (2021). Key Determinants of Elementary School Education Policy Implementation in Border Region. Jurnal Ilmiah Ilmu Administrasi Publik, 11(1), 111-126.
    Rigby, J. G., Woulfin, S. L., & März, V. (2016). Understanding how structure and agency influence education policy implementation and organizational change. American Journal of Education, 122(3), 295-302.
    Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of educational research, 72(3), 387-431.
    Taylor, S., Rizvi, F. A., Lingard, B., & Henry, M. (1997). Educational policy and the politics of change. Routledge.
    Thomas, R. M. (1992). Education’s Role in National Development Plans: Ten Country Cases. Praeger, Greenwood Publishing Group, Inc., 88 Post Road West, Box 5007, Westport, CT 06881.
    Trowler, P. (2003). Education policy. Psychology Press.
    Viennet, R., & Pont, B. (2017). Education Policy Implementation: A Literature Review and Proposed Framework. OECD Education Working Papers, No. 162. OECD Publishing.
    Villegas, A. M. & Lucas, T. (Ed.). (2011). Preparing classroom teachers for English language learners: the policy content. Teacher preparation for linguistically diverse classrooms: A resource for teacher educators. 35-52. Routledge.
    Wang, L. Y. & Lin, T. B. (2021) The first step to promote bilingual education: suggestions for the training and professional development of bilingual subject teachers. 台灣的雙語教育：挑戰與對策. 375-394. 財團法人黃昆輝教授教育基金會.
    Wright, W. E., & Baker, C. (2017). Key concepts in bilingual education. Bilingual and multilingual education, 3, 65-80. Springer.
    Yu, L. (2008). English-Chinese bilingual education in China. Encyclopedia of Language and Education, 2nd, Volume 5: Bilingual Education. 175-189. Springer.
    Zúñiga, C. E. (2022). A Transdisciplinary Lens for Bilingual Education: Bridging Cognitive, Sociocultural, and Sociolinguistic Approaches to Enhance Student Learning. 211-231. Routledge.
    2030 雙語國家政策發展藍圖（2018）。
    十二年國教課程綱要（2014）。
    何萬順 (2020). 從 [雙語國家] 和 [雙語教育]: 反思臺灣的語言價值觀. 臺灣教育評論月刊, 9(10), 1-7.
    但昭偉、鄭仲恩、蔡如雅（2022）。2030雙語國家政策釋放出來的訊息。臺灣教育哲學，6(2)，69-92。https://doi.org/10.7001/JTPE.202209_6(2).0003
    林怡伶（2014）。國小英語學習雙峰現象下之學生次文化分析。[碩士論文。國立中興大學]臺灣博碩士論文知識加值系統。https://hdl.handle.net/11296/2t795w
    林子斌. (2021). 雙語教育: 破除考科思維的 20 堂雙語課. 親子天下.
    師資培育及藝術教育司（2020）。在職教師雙語教育增能。 https://reurl.cc/OvgLqR
    國家語言發展法（2019）。
    教育部國民及學前教育署（2021年4月10日）。 推動2030雙語政策 教育部擴大招募300名外籍英語教學人員。 https://reurl.cc/3xWprL
    黃家凱（2021）。邁向2030雙語國家之路：政策社會學之觀點分析。中等教育，72(1)，32-47。https://doi.org/10.6249/SE.202103_72(1).0003
    新北市政府教育局（2023）。 新北市 112 學年度國民小學暨幼兒園教師甄選簡章。https://www.easywin.com.tw/ad/101/0423/images/112/112-a8.pdf
    臺北市政府教育局 （2021）。臺北市 111 學年度國中小雙語課程前導學校（英語融入教學）計畫。
    臺北市政府教育局 （2023）。臺北市 112 學年度國中小雙語教育前導學校計畫。
    臺北市政府教育局（2023）。公告臺北市112學年度公立國民小學教師聯合甄選初試報名人數、試場及初試應考人防疫措施注意事項。https://primary.tp.edu.tw/Home/Index_Ann

    無法下載圖示 電子全文延後公開
    2029/07/31
    QR CODE