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題名 一個具中英雙語背景英文教師在台灣不同補習班之雙語教學經驗：個案研究
A Bilingual English Teacher’s Teaching at Taiwanese Cram Schools: A Case Study
作者 蔡文慈
Tsai, Wen-Tzu
貢獻者 招靜琪
Chao, Chin-Chi
蔡文慈
Tsai, Wen-Tzu
關鍵詞 課案研究
雙語教育
補習班
全英語課程教師
中英雙語能力
教學信念
case study
bilingual education
an EMI teacher
Chinese-English bilingual and international background
Taiwanese cram schools
teaching beliefs
日期 2020
上傳時間 1-二月-2021 14:28:46 (UTC+8)
摘要 面對全球國際化的趨勢，國家發展委員會以2030前培養臺灣成為雙語國家為目標，提出「2030雙語國家政策發展藍圖」以提升國民英語力。在其政策藍圖實施下，目標之一為培訓能以全英語授課之臺灣教師及招募國際教師以達到從國民小學至大專學院的實施雙語教育的目標。過去研究探討大專學院老師在實施全英語授課所面臨之教學挑戰，但具備中英雙語能力及豐富全英語教學經歷的補習班英語教師面臨之教學挑戰卻需要進一步的研究。
本研究旨在探討以一位具有中英雙語能力之補習班全英語課程教師如何透過其在國外受教育的學習經歷而形塑的教學信念，並在台灣的考試導向英語教育體制下，如何面對臺灣多元英語教學情境中的雙語教學期望。本研究採質性個案研究，採取學習及教學經驗敘述、訪談教師及課堂觀察為主要資料蒐集來源。結果顯示此具有中英雙語能力及豐富雙語教學經歷之教師秉持的教學信念來自於自身在國外的學習經歷。而在台灣英語教育體制下的雙語期望面臨的教學挑戰，包括: (1)學生缺乏實際說英語的環境 (2)學生習慣於傳統式英語教學而無法適應以英語思考之教學方式 (3)學生考試壓力 (4)英語教材的傳統式編排 (5)家長對雙語教育的錯誤理解及缺乏參與孩子們的英語學習。
依據本研究結果，對於台灣英語教師、全英語授課教師、國際教師及教育學者進一步提供參考及建議，以期能作為未來台灣雙語教育研究之參考。
Facing the trend of global internationalization, the National Development Council (2018) aims to cultivate Taiwan as a bilingual country by 2030, and proposed the "Blueprint for Developing Taiwan into a Bilingual Nation by 2030" to enhance the nation’s English proficiency and competitiveness. Under the implementation of the policy, one of the plans is to train EMI teachers and recruit international teachers to achieve the goal of bilingual education from elementary schools to colleges. The purpose of this study is to explore how a cram school all-English courses teacher with Chinese and English bilingual abilities shaped her teaching beliefs through the learning experiences in the ESL contexts, and the pedagogical challenges the teacher has faced in the Taiwanese EFL contexts.
This case study adopted a qualitative method, using narratives of learning and teaching experiences, in-depth interviews, classroom observations and follow-up interviews as the sources of data collection. The results showed that the teaching beliefs of the English-Chinese bilingual teacher with rich bilingual teaching experiences derived from her learning beliefs, and the way she has managed the pedagogical challenges under the bilingual expectations in the society. The challenges included: (1) a lack of English-speaking context (2) students’ dependence on traditional English teaching (3) examination pressure (4) traditional English textbooks (5) parents` misunderstanding of bilingual teaching. Finally, the findings of this study can be a useful information for English educators, EMI teachers, international teachers and policy makers for deploying future bilingual educational context in Taiwan.
參考文獻 Asgari, A., & Mustapha, G. (2011). The Influence of Informal Language Learning Environment (Parents and Home Environment) on the Vocabulary Learning Strategies. English Language and Literature Studies, 1, 7.
Akyıldız, S. T., & Çelik, V. (2020). Thinking outside the box: Turkish EFL teachers’ perceptions of creativity. Thinking Skills and Creativity, 36, 100649.
Aizawa, I., & Rose, H. (2018). An analysis of Japan’s English as medium of instruction initiatives within higher education: The gap between meso-level policy and micro-level practice. Higher Education, 77(6), 1125-1142.
Borg, S. (2006). Teacher cognition in language teaching: Research and Practice. New York: Continuum.
Butler, Y. G. (2013). Parental factors and early English education as a foreign language: A case study in Mainland China. Research Papers in Education, 29(4), 410-437.
Barkhuizen, G. (2014). Narrative research in language teaching and learning. Language Teaching, 47(4), 450-466.
Chang, Y. Y. (2010). English medium instruction for subject course in tertiary
education: Reactions from Taiwan undergraduate students. Taiwan International ESP Journal, 2(1), 55-84.
Ching-Ni Hsieh, Marcel Ionescu & Tsung-Han Ho (2018) Out of many, one: challenges in teaching multilingual Kenyan primary students in English, Language, Culture and Curriculum, 31(2), 199-213.
Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research 6(3), 319-340.
Da-Fu Huang & Michael Singh. (2014). Critical perspectives on testing teaching:
reframing teacher education for English medium instruction, Asia-Pacific Journal of Teacher Education, 42(4), 363-378.
Farrell, T. S. (2019). Professional development through reflective practice for English-medium instruction (EMI) teachers. International Journal of Bilingual Education and Bilingualism, 23(3), 277-286.
Gao, X. (2006). Understanding Changes In Chinese Students` Uses of Learning Strategies in China and Britain: A Socio-Cultural Re-Interpretation. System. 34(1): 55-67.
Hou, A. Y. C., Morse, R., Chiang, C. L., & Chen, H. J. (2013). Challenges to quality
of English medium instruction degree programs in Taiwanese universities and the role of local accreditors: A perspective of non-English-speaking Asian country. Asia Pacific Education Review, 14(3), 359–370.
Hernández-Moreno. (2018). Skills learning through a Bilingual Mentors Program in
higher education, International Journal of Bilingual Education and Bilingualism, 21:8, 1030-1040.
Hsieh, S.-H. & Kang, S.-C. (2007, August 31). Effectiveness of English-medium
instruction of an engineering course and strategies used by the teacher. Retrieved on June 6, 2010, from National Taiwan University, Center for Teaching and Learning Development website: http://ctld.ntu.edu.tw/rp/95_01.pdf
José L. Arco-Tirado, Francisco D. Fernández-Martín & Nuria Hernández-
Moreno. (2018). Skills learning through a Bilingual Mentors Program in higher education, International Journal of Bilingual Education and Bilingualism, 21:8, 1030-1040.
Kim, J., Kim, E. G., & Kweon, S. (2018). Challenges in implementing English-medium instruction: Perspectives of Humanities and Social Sciences professors teaching engineering students. English for Specific Purposes, 51, 111-123.
Kim, J., & Tatar, B. (2018). A case study of international instructors’ experiences of English-medium instruction policy in a Korean university. Current Issues in Language Planning, 19(4), 401-415.
Lieblich, A. (1998). Narrative Research: Reading, Analysis, and Interpretation. Thousand Oaks, CA: Sage Publication
Li, G. (2007). Home Environment and Second Language Acquisition: The Importance of Family Capital. British Journal of sociology of education, 28 (3): 285-299.
Margić, B. D., & Vodopija-Krstanović, I. (2018). Language development for English-medium instruction: Teachers’ perceptions, reflections and learning. Journal of English for Academic Purposes, 35, 31-41.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76. doi:10.1017/S0261444817000350
Ministry of Education. (教育部) (2018, December 6). 全面啟動教育體系的雙語活化、培養臺灣走向世界的雙語人才。Retrieved from https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=B7D34EA3ED606429
Nunan, D. (1992). Research methods in Language Learning. New York: Cambridge University Press.
National Academy for Educational Research. (2018). Curriculum Guidelines of
12-Year Basic Education. Retrieved from https://www.naer.edu.tw/ezfiles/0/1000/attach/23/pta_18518_3555074_59836.pdf
National Development Council. (2018). Blueprint for Developing Taiwan into a
Bilingual Nation by 2030 (NHT Publication No. 1070802190). Retrieved from https://www.ndc.gov.tw/Content_List.aspx?n=FB2F95FF15B21D4A
Nina Meyerhöffer & Daniel C. Dreesmann. (2019). English-bilingual biology for
standard classes development, implementation and evaluation of an English-bilingual teaching unit in standard German high school classes, International Journal of Science Education, 41:10, 1366-1386.
Oxford, R. L., Hollaway, M. E. & Horton-Murillo, D. (1992). ‘Language learning styles: Research and practical considerations for teaching in the multicultural tertiary ESL/EFL classroom. System, 20(4), 439–456.
Pun, J. K., & Thomas, N. (2020). English medium instruction: Teachers’ challenges and coping strategies. ELT Journal, 74(3), 247-257.
Rao, Z. (2010). Chinese students’ perceptions of native English-speaking teachers in EFL teaching. Journal of Multilingual and Multicultural Development, 31(1), 55–68.
Richard, J. C. (2013). Creativity in language teaching. Iranian Journal of Language Teaching Research, 1(3), 19-43.
Simbolon, N. E. (2016). Lecturers’ perspectives on English Medium Instruction (EMI) practice in Indonesian higher education. (Doctoral dissertation, Curtin University, Perth, Australia).
Stern, H. H. (1984). Fundamental concepts of language teaching. Oxford: Oxford University Press.
Si, P. (2019). A Study of the Differences between EFL and ESL for English Classroom Teaching in China. IRA International Journal of Education and Multidisciplinary Studies, 15(1), 32.
Sun, H., Ng, S. C., O`brien, B. A., & Fritzsche, T. (2020). Child, family, and school factors in bilingual preschoolers’ vocabulary development in heritage languages. Journal of Child Language, 47(4), 817-843.
Tomlinson, B. (2015). Challenging teachers to use their coursebook creatively. In A. Maley, & N. Peachey (Eds.). Creativity in the English language classroom (pp. 24-29). UK: British Council.
The Bureau of Education, Tainan City Government. (2018). Mid-range
Administration Plan of Tainan City Government. Retrieved from https://culture.tainan.gov.tw/ufiles/j/From_f1331802002128.pdf
Tsai, Y.-R., & Tsou, W. (2015). Accommodation strategies employed by non-native
English-mediated instruction (EMI) teachers. Asia-Pacific Education Researcher, 24(2), 399–407.
Webster,. & Mertova, P. (2007). Using narrative inquiry as a research method: An introduction to using critical event narrative nalysis in research on learning and teaching. New York: Routledge
Wenhsien Yang. (2015). Content and language integrated learning next in Asia:
evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme, International Journal of Bilingual Education and Bilingualism, 18(4), 361-382.
Wang, Lijuan and Kokotsaki, D. (2018). `Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China, Thinking skills and creativity, 29. pp. 115-130.
Yuan, R., Chen, Y., & Peng, J. (2020). Understanding university teachers’ beliefs and practice in using English as a medium of instruction. Teaching in Higher Education, 1-16.
Zan Chen & Christine Goh (2011). Teaching oral English in higher education: challenges to EFL teachers, Teaching in Higher Education, 16:3, 333-345.
描述 碩士
國立政治大學
英語教學碩士在職專班
106951017
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0106951017
資料類型 thesis
dc.contributor.advisor 招靜琪zh_TW
dc.contributor.advisor Chao, Chin-Chien_US
dc.contributor.author (作者) 蔡文慈zh_TW
dc.contributor.author (作者) Tsai, Wen-Tzuen_US
dc.creator (作者) 蔡文慈zh_TW
dc.creator (作者) Tsai, Wen-Tzuen_US
dc.date (日期) 2020en_US
dc.date.accessioned 1-二月-2021 14:28:46 (UTC+8)-
dc.date.available 1-二月-2021 14:28:46 (UTC+8)-
dc.date.issued (上傳時間) 1-二月-2021 14:28:46 (UTC+8)-
dc.identifier (其他 識別碼) G0106951017en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/133971-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 106951017zh_TW
dc.description.abstract (摘要) 面對全球國際化的趨勢，國家發展委員會以2030前培養臺灣成為雙語國家為目標，提出「2030雙語國家政策發展藍圖」以提升國民英語力。在其政策藍圖實施下，目標之一為培訓能以全英語授課之臺灣教師及招募國際教師以達到從國民小學至大專學院的實施雙語教育的目標。過去研究探討大專學院老師在實施全英語授課所面臨之教學挑戰，但具備中英雙語能力及豐富全英語教學經歷的補習班英語教師面臨之教學挑戰卻需要進一步的研究。
本研究旨在探討以一位具有中英雙語能力之補習班全英語課程教師如何透過其在國外受教育的學習經歷而形塑的教學信念，並在台灣的考試導向英語教育體制下，如何面對臺灣多元英語教學情境中的雙語教學期望。本研究採質性個案研究，採取學習及教學經驗敘述、訪談教師及課堂觀察為主要資料蒐集來源。結果顯示此具有中英雙語能力及豐富雙語教學經歷之教師秉持的教學信念來自於自身在國外的學習經歷。而在台灣英語教育體制下的雙語期望面臨的教學挑戰，包括: (1)學生缺乏實際說英語的環境 (2)學生習慣於傳統式英語教學而無法適應以英語思考之教學方式 (3)學生考試壓力 (4)英語教材的傳統式編排 (5)家長對雙語教育的錯誤理解及缺乏參與孩子們的英語學習。
依據本研究結果，對於台灣英語教師、全英語授課教師、國際教師及教育學者進一步提供參考及建議，以期能作為未來台灣雙語教育研究之參考。		zh_TW
dc.description.abstract (摘要) Facing the trend of global internationalization, the National Development Council (2018) aims to cultivate Taiwan as a bilingual country by 2030, and proposed the "Blueprint for Developing Taiwan into a Bilingual Nation by 2030" to enhance the nation’s English proficiency and competitiveness. Under the implementation of the policy, one of the plans is to train EMI teachers and recruit international teachers to achieve the goal of bilingual education from elementary schools to colleges. The purpose of this study is to explore how a cram school all-English courses teacher with Chinese and English bilingual abilities shaped her teaching beliefs through the learning experiences in the ESL contexts, and the pedagogical challenges the teacher has faced in the Taiwanese EFL contexts.
This case study adopted a qualitative method, using narratives of learning and teaching experiences, in-depth interviews, classroom observations and follow-up interviews as the sources of data collection. The results showed that the teaching beliefs of the English-Chinese bilingual teacher with rich bilingual teaching experiences derived from her learning beliefs, and the way she has managed the pedagogical challenges under the bilingual expectations in the society. The challenges included: (1) a lack of English-speaking context (2) students’ dependence on traditional English teaching (3) examination pressure (4) traditional English textbooks (5) parents` misunderstanding of bilingual teaching. Finally, the findings of this study can be a useful information for English educators, EMI teachers, international teachers and policy makers for deploying future bilingual educational context in Taiwan.		en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS iv
TABLE OF CONTENTS v
CHINESE ABSTRACT ix
ENGLISH ABSTRACT x
CHAPTER ONE: INTRODUCTION 1
Background of the Study 1
Purpose of the Study 2
Research Questions 3
CHAPTER TWO: LITERATURE REVIEW 4
Visions of Bilingual and International Education in Taiwan 4
Current Situation of English Education in Elementary and
Junior High School in Taiwan 6
Studies on EMI Teachers 7
Borg’s Diagram of Language Teachers’ Beliefs 8
Differences between ESL and EFL 9
Limited Studies on Bilingual Teachers in Taiwan 10
CHAPTER THREE: METHODOLOGY 12
The Participant 12
　The Context 13
Data Collection 15
　Data Analysis 18
CHAPTER FOUR: FINDINGS 20
Bilingual Learning Background in Multiple Contexts 20
English Teaching Experiences in Multiple Contexts 26
Pedagogical Challenges under the Bilingual Expectations in
the Society 30
Positive Feedback in Teaching Practice 49
CHAPTER FIVE: DISCUSSION 53
Research Question One 53
Research Question Two 54
Research Question Three 56
Implication of the Study 59
CHAPTER SIX: CONCLUSION 66
Summary of the Study 66
Pedagogical Implications 67
Limitation of the Study 67
Suggestions for Further Research 68
Conclusion 68
REFERENCES 71
APPENDIX 77
Questions for the In-depth Interviews 77
Questions for the Follow-up Interviews 80		zh_TW
dc.format.extent 1093546 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0106951017en_US
dc.subject (關鍵詞) 課案研究zh_TW
dc.subject (關鍵詞) 雙語教育zh_TW
dc.subject (關鍵詞) 補習班zh_TW
dc.subject (關鍵詞) 全英語課程教師zh_TW
dc.subject (關鍵詞) 中英雙語能力zh_TW
dc.subject (關鍵詞) 教學信念zh_TW
dc.subject (關鍵詞) case studyen_US
dc.subject (關鍵詞) bilingual educationen_US
dc.subject (關鍵詞) an EMI teacheren_US
dc.subject (關鍵詞) Chinese-English bilingual and international backgrounden_US
dc.subject (關鍵詞) Taiwanese cram schoolsen_US
dc.subject (關鍵詞) teaching beliefsen_US
dc.title (題名) 一個具中英雙語背景英文教師在台灣不同補習班之雙語教學經驗：個案研究zh_TW
dc.title (題名) A Bilingual English Teacher’s Teaching at Taiwanese Cram Schools: A Case Studyen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Asgari, A., & Mustapha, G. (2011). The Influence of Informal Language Learning Environment (Parents and Home Environment) on the Vocabulary Learning Strategies. English Language and Literature Studies, 1, 7.
Akyıldız, S. T., & Çelik, V. (2020). Thinking outside the box: Turkish EFL teachers’ perceptions of creativity. Thinking Skills and Creativity, 36, 100649.
Aizawa, I., & Rose, H. (2018). An analysis of Japan’s English as medium of instruction initiatives within higher education: The gap between meso-level policy and micro-level practice. Higher Education, 77(6), 1125-1142.
Borg, S. (2006). Teacher cognition in language teaching: Research and Practice. New York: Continuum.
Butler, Y. G. (2013). Parental factors and early English education as a foreign language: A case study in Mainland China. Research Papers in Education, 29(4), 410-437.
Barkhuizen, G. (2014). Narrative research in language teaching and learning. Language Teaching, 47(4), 450-466.
Chang, Y. Y. (2010). English medium instruction for subject course in tertiary
education: Reactions from Taiwan undergraduate students. Taiwan International ESP Journal, 2(1), 55-84.
Ching-Ni Hsieh, Marcel Ionescu & Tsung-Han Ho (2018) Out of many, one: challenges in teaching multilingual Kenyan primary students in English, Language, Culture and Curriculum, 31(2), 199-213.
Cho, J., & Trent, A. (2006). Validity in qualitative research revisited. Qualitative Research 6(3), 319-340.
Da-Fu Huang & Michael Singh. (2014). Critical perspectives on testing teaching:
reframing teacher education for English medium instruction, Asia-Pacific Journal of Teacher Education, 42(4), 363-378.
Farrell, T. S. (2019). Professional development through reflective practice for English-medium instruction (EMI) teachers. International Journal of Bilingual Education and Bilingualism, 23(3), 277-286.
Gao, X. (2006). Understanding Changes In Chinese Students` Uses of Learning Strategies in China and Britain: A Socio-Cultural Re-Interpretation. System. 34(1): 55-67.
Hou, A. Y. C., Morse, R., Chiang, C. L., & Chen, H. J. (2013). Challenges to quality
of English medium instruction degree programs in Taiwanese universities and the role of local accreditors: A perspective of non-English-speaking Asian country. Asia Pacific Education Review, 14(3), 359–370.
Hernández-Moreno. (2018). Skills learning through a Bilingual Mentors Program in
higher education, International Journal of Bilingual Education and Bilingualism, 21:8, 1030-1040.
Hsieh, S.-H. & Kang, S.-C. (2007, August 31). Effectiveness of English-medium
instruction of an engineering course and strategies used by the teacher. Retrieved on June 6, 2010, from National Taiwan University, Center for Teaching and Learning Development website: http://ctld.ntu.edu.tw/rp/95_01.pdf
José L. Arco-Tirado, Francisco D. Fernández-Martín & Nuria Hernández-
Moreno. (2018). Skills learning through a Bilingual Mentors Program in higher education, International Journal of Bilingual Education and Bilingualism, 21:8, 1030-1040.
Kim, J., Kim, E. G., & Kweon, S. (2018). Challenges in implementing English-medium instruction: Perspectives of Humanities and Social Sciences professors teaching engineering students. English for Specific Purposes, 51, 111-123.
Kim, J., & Tatar, B. (2018). A case study of international instructors’ experiences of English-medium instruction policy in a Korean university. Current Issues in Language Planning, 19(4), 401-415.
Lieblich, A. (1998). Narrative Research: Reading, Analysis, and Interpretation. Thousand Oaks, CA: Sage Publication
Li, G. (2007). Home Environment and Second Language Acquisition: The Importance of Family Capital. British Journal of sociology of education, 28 (3): 285-299.
Margić, B. D., & Vodopija-Krstanović, I. (2018). Language development for English-medium instruction: Teachers’ perceptions, reflections and learning. Journal of English for Academic Purposes, 35, 31-41.
Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76. doi:10.1017/S0261444817000350
Ministry of Education. (教育部) (2018, December 6). 全面啟動教育體系的雙語活化、培養臺灣走向世界的雙語人才。Retrieved from https://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=B7D34EA3ED606429
Nunan, D. (1992). Research methods in Language Learning. New York: Cambridge University Press.
National Academy for Educational Research. (2018). Curriculum Guidelines of
12-Year Basic Education. Retrieved from https://www.naer.edu.tw/ezfiles/0/1000/attach/23/pta_18518_3555074_59836.pdf
National Development Council. (2018). Blueprint for Developing Taiwan into a
Bilingual Nation by 2030 (NHT Publication No. 1070802190). Retrieved from https://www.ndc.gov.tw/Content_List.aspx?n=FB2F95FF15B21D4A
Nina Meyerhöffer & Daniel C. Dreesmann. (2019). English-bilingual biology for
standard classes development, implementation and evaluation of an English-bilingual teaching unit in standard German high school classes, International Journal of Science Education, 41:10, 1366-1386.
Oxford, R. L., Hollaway, M. E. & Horton-Murillo, D. (1992). ‘Language learning styles: Research and practical considerations for teaching in the multicultural tertiary ESL/EFL classroom. System, 20(4), 439–456.
Pun, J. K., & Thomas, N. (2020). English medium instruction: Teachers’ challenges and coping strategies. ELT Journal, 74(3), 247-257.
Rao, Z. (2010). Chinese students’ perceptions of native English-speaking teachers in EFL teaching. Journal of Multilingual and Multicultural Development, 31(1), 55–68.
Richard, J. C. (2013). Creativity in language teaching. Iranian Journal of Language Teaching Research, 1(3), 19-43.
Simbolon, N. E. (2016). Lecturers’ perspectives on English Medium Instruction (EMI) practice in Indonesian higher education. (Doctoral dissertation, Curtin University, Perth, Australia).
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dc.identifier.doi (DOI) 10.6814/NCCU202100047en_US