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The current situation of public experimental bilingual elementary schools: The case of Taipei City
|Issue Date:||2021-09-02 18:24:53 (UTC+8)|
In accordance with Taiwan’s bilingual policy, the Taipei City Government has promoted bilingual experimental schools since 2017. However, the rushed schedule of implementing the bilingual experimental program, and the existing achievement gap in students’ English academic performance, have put the teachers in a dilemma about deciding the depth of the teaching content. Data for this study come from interviews with teachers from nine public bilingual experimental elementary schools in Taipei. I found that students’ achievement gaps in English were a considerable obstacle to bilingual teaching. Teachers worried that low achievers in English felt frustrated and gave up learning in the bilingual class, whereas high achievers increased their vocabulary, thus widening the achievement gap. The interviewees recognized bilingual education as a well-intentioned policy; however, more supporting measures are needed to improve its effectiveness. Only then, will implementing the bilingual policy fulfill its intended purpose: cultivating global talent and increasing Taiwanese youth’s international competitiveness.
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|Appears in Collections:||[應用經濟與社會發展英語碩士學位學程 (IMES) ] 學位論文|
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