高中教育現場利害相關人士對實施CLIL雙語教學的看法

Abstract

2017年起臺北市以CLIL為模式大力推行雙語教育。過去文獻雖多有CLIL的成功案例，學者對CLIL的成效並無一致的結論。其中，最多的疑慮便在於：CLIL定義不明確、師資不足以及師生壓力的增加。相較於一般大眾的熱衷，高中教學現場師生對施行CLIL的看法相當兩極。本研究透過針對不同利害相關對象所設計的問卷調查，收集並分析臺北市某公立社區高中師、生、家長及行政人員對CLIL的看法與期待。研究結果指出，多數人對高中端施行CLIL表示歡迎，但仍對未有相關配套措施與增加師生壓力等表達疑慮，並希望CLIL僅在非學術相關科目進行，以避免影響升學。Starting from 2017, Taipei city has been actively promoting bilingual education with CLIL as the model methodology. While previous literature showed positive results, researchers shared no consensus regarding the effectiveness of CLIL. Most frequently listed concerns included: the lack of clarity of CLIL by definition, the shortage of qualified teachers and the increase of pressure on teachers and students. Moreover, poles apart from the enthusiasm among the general public, excitement about CLIL implementation into high school context was not widely held in the education frontline. In this descriptive research, through a questionnaire survey, opinions about and expectations for CLIL implementation were collected and analyzed from a public community high school in Taipei. Results indicated that the majority of the stakeholders welcomed CLIL but also expressed their concerns for not having a set of supplementary and coordinating measures and the greater pressure imposed on teachers and students. It was also suggested that CLIL be implemented in non-academic subjects like PE, music, home economics, etc. so that the implementation would not have a negative effect on the students’ content learning and JCEE.