國小英語科教師參與雙語教師專業學習社群之個案研究

Abstract

隨著「2030 雙語政策」之推行，實施雙語教育之學校數大幅成長，為回應雙語教師單打獨鬥的教學困境，雙語教師社群中的英語科教師扮演著關鍵角色，能在語言方面提供學科教師專業的建議與協助，故其參與社群之歷程經驗值得進行深入探討，以提供相關教學實務與政策建議。本研究旨在探討國小英語科教師參與雙語教師社群之歷程經驗，包含英語科教師對社群之理解與態度、於社群之角色與功能、遇到的困境及因應策略、社群之運作機制和社群對教師雙語專業知能之影響等。本研究採取個案研究法，以台北市某雙語社群為研究對象，研究者透過半結構式訪談、非參與式觀察及文件檔案等方法蒐集資料，並透過主題分析法及內容分析法進行資料分析。研究結果顯示，英語科教師認為雙語社群可以幫助自己的教學，且社群已經在日常交流中實踐，並會以正向態度參與社群。再者，英語科教師於社群中扮演了專業發展者、經驗分享者、學習者和陪伴者的角色，過程中面臨了時間安排的困難，會透過自我調適和科技輔助因應。最後，雙語社群能提升英語科教師的課程設計能力和增進英語以外之學科知識；同時能增進學科教師使用淺顯易懂的英語語句和用詞、掌握使用英語的時機及運用多元的課程設計等；社群對於雙方教師的共同影響則是增進跨領域教學能力和培養自我省思能力。根據研究結果，研究者對於教學實務、教育主管機關及未來研究三個面向提出相關研究建議，如重視英語科教師的角色並給予專業成長空間、鼓勵非正式交流以促進教師持續參與雙語社群、給予教師減課以及選取其他縣市、學科或學習階段之雙語社群作為研究對象等。With the implementation of the"2030 Bilingual Policy," the number of schools implementing bilingual education in Taiwan has increased significantly. In response to the teaching challenges faced by bilingual teachers working in isolation, English teachers within bilingual teacher communities have played a key role by offering professional linguistic support and assistance to bilingual teachers. Therefore, it is important to explore English teachers’ experiences in these communities to offer insights into teaching and policy development. This study aims to investigate the experiences of elementary English teachers participating in bilingual teacher communities, including their understanding and attitudes toward the communities, their roles and functions, the challenges they encounter and the coping strategies they adopt, the operation of the community, and the impact on teachers’ bilingual teaching competencies. This study adopted a case study approach and selected a bilingual community in Taipei City as the researchsubject. Data were collected through semi-structured interviews, non-participant observations, and documents, and analyzed through thematic and content analysis methods.The findings reveal that English teachers believe bilingual communities can support their teaching and that such communities are enacted through daily interactions, with teachers participating positively. Furthermore, English teachers assumed roles as professional developers, experience sharers, learners, and companions within the community. They encountered difficulties in time management, which they addressed through self-adjustment and technological assistance. Finally, the bilingual community enhanced English teachers' curriculum design capabilities and increased their knowledge of non-English subjects. It also improved subject teachers' ability to use simple and clear English expressions, recognize appropriate situations for using English, and implement diversified curriculum designs. The mutual influence of the community on both types of teachers included improved interdisciplinary teaching skills and the development of self-reflective abilities. Based on the research findings, the researcher proposes suggestions in three aspects: teaching practice, educational authorities, and future research. These include paying attention to the role of English teachers and providing them with opportunities for professional development, encouraging informal communication to promote sustained teacher participation in bilingual teacher communities, reducing teachers’ teaching loads, and selecting bilingual communities in other cities, disciplines, or education stages as participants in future studies.