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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：483 下載：0
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上一筆

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
                                

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