學術產出-Theses
Article View/Open
Publication Export
-
題名 跨語言實踐的信念及其應用：一位臺灣高中學科教師之個案研究
Beliefs and Practices of Pedagogical Translanguaging in Taiwan: A Qualitative Case Study of One Senior High School Content Teacher作者 劉思妤
Liu, Ssu-Yu貢獻者 黃怡萍
Huang, Yi-Ping
劉思妤
Liu, Ssu-Yu關鍵詞 跨語言實踐
學科教師教學信念
雙語教學
Pedagogical Translanguaging
Content teacher’s beliefs
Bilingual education日期 2024 上傳時間 1-Feb-2024 11:44:36 (UTC+8) 摘要 臺灣在雙語政策 2030 的推動下，許多高中及以下學校開始實施雙語教育。研究 指出，透過教師運用學生的母語、非語言訊息(肢體語言、手勢)及視覺輔助(投影 片動畫、圖片等)，能有效幫助學生習得學科知識並培養語言能力(Cenoz, 2017; García and Li, 2014)。本研究旨在探討一位臺灣高中學科教師對跨語言實踐的信念(及轉變)以及其在課堂中的應用。研究方法採用質性個案研究，進行了一學期的研究資料收集，包括六次的半結構式訪談、七個單元的觀課紀錄及相關教學文件。研究結果顯示，學科教師認為學生母語及多模態對雙語教學具有三個重要功 能:(1)學科知識教學、(2)學科專有名詞教學及(3)師生關係建立。此信念在研究 期間未發生改變。教師經常使用學生母語、非語言訊息及投影片動畫，以促進學生對 較複雜且抽象的學科知識的理解;同時使用學生母語來解釋學科專有名詞的定義、字 根字首或同源字。在進行問答或互動聊天時，教師及學生也傾向使用母語。研究還發現，這種信念受到三種層面的影響:(1)教學現場的規範(授課時間、考試用語)、(2)學生的程度(學科背景知識、英語程度)及(3)教師的個人信 念(語言意識、雙語教學信念)。跨語言實踐在課堂中的運用受限於教師對跨語言實踐 教學的理解，故本研究建應建立有系統的雙語教師培訓，使高中雙語教師可以學習如 何有效地運用跨語言實踐來實現雙語教學在學科及語言上的目標。
Under the impetus of the Bilingual 2030 policy, many K-12 schools have implemented bilingual education. Research indicates that through teachers’ use of students’ L1, non-verbal cues (body languages and gestures), and visual aids (slide animations, images, etc.), effective assistance can be provided for students to acquire subject knowledge and develop language proficiency (Cenoz, 2017; García and Li, 2014). This study aims to explore the beliefs (and changes) regarding pedagogical translanguaging held by a high school content teacher, as well as his practices in the classroom. The research adopted a qualitative case study methodology, conducting a semester-long data collection, including six semi-structured interviews, observation records of seven complete-units, and teaching documents. The findings revealed that the content teacher perceived students’ L1 and multimodality as having three crucial functions in bilingual instruction: (1) teaching subject knowledge, (2) instructing subject-specific terminology, and (3) building teacher-student relationships. These beliefs remained consistent throughout the study period. Teachers frequently used students’ L1, non-verbal cues, and slide animations to facilitate students’ understanding of complex and abstract content. Additionally, students’ L1 was employed to explain the definitions, roots, and derivations of discipline-specific terms. During question- and-answer sessions or rapport-talking conversation, both the content teacher and students tended to use L1. The study also identified three influencing factors on these beliefs: (1) contextual aspects of the teaching environment (class time and exam language), (2) students’ levels of proficiency (subject prior knowledge and English proficiency), and (3) the content teacher’s beliefs (language ideology and bilingual teaching beliefs). In conclusion, the applications of pedagogical translanguaging in the classroom could be limited by teachers’ understanding of pedagogical translanguaging teaching. Consequently, this study suggests establishing a systematic bilingual teacher training program to enable high school bilingual teachers to learn how to utilize PT to achieve bilingual teaching goals in both subject matter and language.參考文獻 Almayez, Mayez. (2022). Translanguaging at a Saudi University: discrepancy between English language teachers’ attitudes and self-reported pedagogical practices. Asian-Pacific Journal of Second and Foreign Language Education, 7(1). https://doi.org/10.1186/s40862-022-00148-3 Anderson, J., & Lightfoot, A. (2021). Translingual practices in English classrooms in India: Current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism, 24(8), 1210-1231. https://doi.org/10.1080/13670050.2018.1548558 Arocena, E., Cenoz, J., & Gorter, D. (2015). Teachers’ Beliefs in Multilingual Education in the Basque Country and in Friesland. Journal of Immersion and Content-Based Language Education, 3, 169-193. https://doi.org/10.1075/jicb.3.2.01aro Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Multilingual Matters. Billups, F. D. (2021). Qualitative data collection tools: Design, development, and applications. Sage. Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. https://doi.org/10.1191/1478088706qp063oa Buehl, M.M. & Fives, H. (2009). Exploring teachers’ beliefs about teaching knowledge: Where does it come from? Does it change? Journal of Experimental Education, 77, 367-407. https://doi.org/10.3200/JEXE.77.4.367-408 Burton, J., & Rajendram, S. (2019). Translanguaging-as-resource: University ESL instructors’ language orientations and attitudes toward translanguaging. TESL Canada Journal, 36(1), 21-47. https://doi.org/10.18806/tesl.v36i1.1301 Cenoz, J. (2017). Translanguaging in school context. International perspectives: An introduction. Journal of Language, Identity and Education, 16, 193-198. https://doi.org/10.1080/15348458.2017.1327816 Cenoz, J., & Gorter, D. (2021). Pedagogical Translanguaging. Cambridge University Press. https://doi.org/10.1017/9781009029384 Cenoz, J., Santos, A., & Gorter, D. (2022). Pedagogical translanguaging and teachers’ perceptions of anxiety, International Journal of Bilingual Education and Bilingualism, ahead-of-print(ahead-of-print), 1-12. https://doi.org/10.1080/13670050.2021.2021387 Chant, R. H. (2002). The impact of personal theorizing on beginning teaching: Experiences of three social studies teachers. Theory and Research in Social Education 30(4), 516-540. https://doi.org/10.1080/00933104.2002.10473209 Chen, Yi-Tsung. (2021). Reflection and Prospects on the Process of Promoting Bilingual Courses in Taipei City. Journal of Educational Research and Practice, 68 (1), 35-45. https://doi.org/10.6701/JEPR.202106_68(1).0005 Doiz, A., & Lasagabaster, D. (2017). Teachers’ beliefs about translanguaging practices. In C. M. Mazak & K. S. Carroll (Eds.), Translanguaging in higher education: Beyond monolingual ideologies, 157-176. Multilingual Matters. Fang, F. G., & Liu, Y. (2020). ‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua, 247, 102959-. https://doi.org/10.1016/j.lingua.2020.102959 Fives, H., & Buehl, M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K.R. Harris, S. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook: Volume 2 Individual differences and cultural and contextual factors (pp. 471-499). Washington, DC: American Psychological Association. https://doi.org/10.1037/13274-019 Fives, H., & M. G. Gill. (2015). International Handbook of Research on Teachers’ Beliefs. Routledge. García, Ofelia. (2009). Bilingual Education in the 21st Century: A Global Perspective. Blackwell. García, O., & Li, W. (2014). Translanguaging: language, bilingualism and education. Palgrave Macmillan. Goodman, B. and Tastanbek, S. (2021). Making the Shift From a Codeswitching to a Translanguaging Lens in English Language Teacher Education. TESOL J, 55, 29-53. https://doi.org/10.1002/tesq.571 Hall, G., & Cook, G. (2012). Own Language use in Language Teaching and Learning. Language Teaching, 45(3), 271-308. https://doi.org/10.1017/S0261444812000067 Hood, M. (2009). Case study. In J. Heigham and R. A. Croker (Eds), Qualitative research in applied linguistics: A practical introduction (pp. 66-90). Palgrave MacMillan, London. https://doi.org/10.1057/9780230239517_4 K–12 Education Administration. (2021). Kuo zenggao jizhong dengxue xiaoshuang yushi yanbanji hua. [Subsidized enhancement of bilingual experimental classes in senior high school plan]. Retrieved from https://cantor.math.ntnu.edu.tw/Kuo zenggao jizhong dengxue xiaoshuang yushi yanbanji hua.pdf Kagan, D.M. (1992). Implications for research on teacher beliefs. Educational Psychologist, 27(1), 65-90. https://doi.org/10.1207/s15326985ep2701_6 Kao, Yu-Ting. (2022). Exploring translanguaging in Taiwanese CLIL classes: an analysis of teachers’ perceptions and practices. Language, Culture and Curriculum, 36(1), 100-121. https://doi.org/10.1080/07908318.2022.2033762 Ke, I-Chung & Lin, Shumin. (2017). A Translanguaging Approach to TESOL in Taiwan. English Teaching and Learning, 41(1), 33-61. https://doi.org/10.6330/ETL.2017.41.1.02 Krashen, S.D. (1988). Second Language Acquisition and Second Language Learning. Pergamon. Lasagabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ Perspective. Latin American Journal of Content and Language Integrated Learning, 6(2), 1-21. https://doi.org/10.5294/3148 Levin, B., & Ye He. (2008). Investigating the Content and Sources of Teacher Candidates’ Personal Practical Theories (PPTs). Journal of Teacher Education, 59(1), 55-68. https://doi.org/10.1177/0022487107310749 Levin, B.B., He, Y., & Allen, M.H. (2013). Teacher beliefs in action: A cross-sectional, longitudinal follow-up study of teachers’ personal practical theories. Teacher Educator, 48(3), 201-217. https://doi.org/10.1080/08878730.2013.796029 Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Education Research and Evaluation, 18(7), 641-654. https://doi.org/10.1080/13803611.2012.718488 Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage. https://doi.org/10.1016/0147-1767(85)90062-8 Lo, Ming-Fen. (2021). Mediating L2 Learning through Translanguaging in EFL Small Group Task Interaction. STUST Journal of Humanities and Social Sciences, 24, 1-31. Makulloluwa, E. (2013). Code switching by the teachers in the second language classroom. International Journal of Arts & Sciences, 6(3), 581-598. Mahan. (2022). The comprehending teacher: scaffolding in content and language integrated learning (CLIL). Language Learning Journal, 50(1), 74-88. https://doi.org/10.1080/09571736.2019.1705879 Marsh, D. (2007). Language Awareness & CLIL. In J. Cenoz, J & N. Hornberger, (Eds), Encyclopedia of Language and Education: Knowledge about Language (2nd ed.), 6, 233-246. Springer Science and Business Media. National Development Council. (2021) 2030 Shuang yujheng cejheng tituei dongfang an. [Overall Implementation Plan for the 2030 Bilingual Policy] Retrieved from https://ws.ndc.gov.tw/Shuang yujheng cejheng tituei dongfang an.pdf Nambisan, K. (2014). Teachers’ attitudes towards and uses of translanguaging in English language classrooms in Iowa. Iowa State University. Nikula, Tarja, & Moore, Pat. (2019). Exploring translanguaging in CLIL, International Journal of Bilingual Education and Bilingualism, 22(2), 237-249. https://doi.org/10.1080/13670050.2016.1254151 Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307 Pham, Min, & Barnett, J. (2022). Lecturers’ Perspectives on the Use of L1 in Vietnamese Undergraduate English-Medium Courses: An Uneasy Acquiescence. In English Medium Instruction Practices in Vietnamese Universities, 68, 123-136. https://doi.org/10.1007/978-981-19-2169-8_8 Pinto, J. (2020). Chinese teachers’ attitudes towards translanguaging and its uses in Portuguese foreign language classrooms. Theory and Practice of Second Language Acquisition, 6(1), 11-30. https://doi.org/10.31261/tapsla.7742 Setyaningrum, R. W., Setiawan, S., & Anam, S. (2022). Translanguaging as a scaffolded practice in a primary school content and language integrated learning context during the COVID-19 pandemic. European Journal of Educational Research, 11(4), 2043-2055. https://doi.org/10.12973/eu-jer.11.4.2043 Wang, D. (2019). Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22(2), 138-149. https://doi.org/10.1080/13670050.2016.1231773 Lo, Y. Y. (2015). How much L1 is too much? Teachers’ language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning. International Journal of Bilingual Education and Bilingualism, 18(3), 270-288. https://doi.org/10.1080/13670050.2014.988112 Yuvayapan, F. (2019). Translanguaging in EFL classrooms: Teachers’ perceptions and practices. Journal of Language and Linguistic Studies, 15(2), 678-694. https://doi.org/10.17263/jlls.586811 Zhang, Q., Osborne, C., Shao, L., & Lin, M. (2022). A translanguaging perspective on medium of instruction in the CFL classroom. Journal of Multilingual and Multicultural Development, 43(5), 359-372. https://doi.org/10.1080/01434632.2020.1737089 描述 碩士
國立政治大學
英國語文學系
110551022資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110551022 資料類型 thesis dc.contributor.advisor 黃怡萍 zh_TW dc.contributor.advisor Huang, Yi-Ping en_US dc.contributor.author (Authors) 劉思妤 zh_TW dc.contributor.author (Authors) Liu, Ssu-Yu en_US dc.creator (作者) 劉思妤 zh_TW dc.creator (作者) Liu, Ssu-Yu en_US dc.date (日期) 2024 en_US dc.date.accessioned 1-Feb-2024 11:44:36 (UTC+8) - dc.date.available 1-Feb-2024 11:44:36 (UTC+8) - dc.date.issued (上傳時間) 1-Feb-2024 11:44:36 (UTC+8) - dc.identifier (Other Identifiers) G0110551022 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/149660 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 英國語文學系 zh_TW dc.description (描述) 110551022 zh_TW dc.description.abstract (摘要) 臺灣在雙語政策 2030 的推動下，許多高中及以下學校開始實施雙語教育。研究 指出，透過教師運用學生的母語、非語言訊息(肢體語言、手勢)及視覺輔助(投影 片動畫、圖片等)，能有效幫助學生習得學科知識並培養語言能力(Cenoz, 2017; García and Li, 2014)。本研究旨在探討一位臺灣高中學科教師對跨語言實踐的信念(及轉變)以及其在課堂中的應用。研究方法採用質性個案研究，進行了一學期的研究資料收集，包括六次的半結構式訪談、七個單元的觀課紀錄及相關教學文件。研究結果顯示，學科教師認為學生母語及多模態對雙語教學具有三個重要功 能:(1)學科知識教學、(2)學科專有名詞教學及(3)師生關係建立。此信念在研究 期間未發生改變。教師經常使用學生母語、非語言訊息及投影片動畫，以促進學生對 較複雜且抽象的學科知識的理解;同時使用學生母語來解釋學科專有名詞的定義、字 根字首或同源字。在進行問答或互動聊天時，教師及學生也傾向使用母語。研究還發現，這種信念受到三種層面的影響:(1)教學現場的規範(授課時間、考試用語)、(2)學生的程度(學科背景知識、英語程度)及(3)教師的個人信 念(語言意識、雙語教學信念)。跨語言實踐在課堂中的運用受限於教師對跨語言實踐 教學的理解，故本研究建應建立有系統的雙語教師培訓，使高中雙語教師可以學習如 何有效地運用跨語言實踐來實現雙語教學在學科及語言上的目標。 zh_TW dc.description.abstract (摘要) Under the impetus of the Bilingual 2030 policy, many K-12 schools have implemented bilingual education. Research indicates that through teachers’ use of students’ L1, non-verbal cues (body languages and gestures), and visual aids (slide animations, images, etc.), effective assistance can be provided for students to acquire subject knowledge and develop language proficiency (Cenoz, 2017; García and Li, 2014). This study aims to explore the beliefs (and changes) regarding pedagogical translanguaging held by a high school content teacher, as well as his practices in the classroom. The research adopted a qualitative case study methodology, conducting a semester-long data collection, including six semi-structured interviews, observation records of seven complete-units, and teaching documents. The findings revealed that the content teacher perceived students’ L1 and multimodality as having three crucial functions in bilingual instruction: (1) teaching subject knowledge, (2) instructing subject-specific terminology, and (3) building teacher-student relationships. These beliefs remained consistent throughout the study period. Teachers frequently used students’ L1, non-verbal cues, and slide animations to facilitate students’ understanding of complex and abstract content. Additionally, students’ L1 was employed to explain the definitions, roots, and derivations of discipline-specific terms. During question- and-answer sessions or rapport-talking conversation, both the content teacher and students tended to use L1. The study also identified three influencing factors on these beliefs: (1) contextual aspects of the teaching environment (class time and exam language), (2) students’ levels of proficiency (subject prior knowledge and English proficiency), and (3) the content teacher’s beliefs (language ideology and bilingual teaching beliefs). In conclusion, the applications of pedagogical translanguaging in the classroom could be limited by teachers’ understanding of pedagogical translanguaging teaching. Consequently, this study suggests establishing a systematic bilingual teacher training program to enable high school bilingual teachers to learn how to utilize PT to achieve bilingual teaching goals in both subject matter and language. en_US dc.description.tableofcontents ACKNOWLEDGEMENTS iii TABLE OF CONTENTS v CHINESE ABSTRACT viii ABSTRACT x CHAPTER 1 1 CHAPTER 2 6 2.1 Teachers’ Beliefs 6 2.2 Pedagogical Translanguaging 8 2.3 Teachers’ Beliefs about Pedagogical Translanguaging 13 CHAPTER 3 18 3.1 Qualitative Case Study 18 3.2 Context and Participant 19 3.2.1 The Bilingual 2030 policy in Taiwan 19 3.2.2 The school 20 3.2.3 The class 21 3.2.4 The participant 22 3.3 Data Collection Methods 23 3.3.1 Semi-structured interviews 23 3.3.2 Class observations 24 3.3.3 Documents 25 3.4 Data Collection Procedure 25 3.5 Data Analysis 27 3.6 Trustworthiness 29 CHAPTER 4 31 4.1 Belief 1: Using Chinese Is A Must in Bilingual Teaching 31 4.1.1 Previous beliefs and practices: using as much English as possible 32 4.1.2 Current beliefs and practices: prioritizing aaximum English usage to using Chinese as a scaffolding tool 33 4.1.3 Functions of using Chinese: cognitive learning 35 4.1.4 Functions of using Chinese: affective aspects 45 4.1.5 Functions of using Chinese: teacher-student relationship 47 4.2 Belief 2: Multimodality Can Support Bilingual Learning 50 4.3 Practice 1: Using PT to Support Content Learning 51 4.4 Practice 2: Using Chinese to Support Students in Learning Discipline-specific Terms 57 4.5 Practice 3: Using Chinese to Interact With Students 63 CHAPTER 5 71 5.1 Beliefs about Using Chinese and Multimodality in Bilingual Classroom Remained Static 71 5.2 Contextual Factors Become Key in The Use of PT 78 5.3 PT As A Scaffolding Tool To Enhance Content Learning in Bilingual Class 82 CHAPTER 6 87 6.1 Summary 87 6.2 Pedagogical Suggestions 88 6.3 Limitations and Directions for Future Research 89 REFERENCES 91 APPENDIX A 97 APPENDIX B 99 APPENDIX C 101 APPENDIX D 107 APPENDIX E 112 APPENDIX F 117 APPENDIX G 118 zh_TW dc.format.extent 7969860 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110551022 en_US dc.subject (關鍵詞) 跨語言實踐 zh_TW dc.subject (關鍵詞) 學科教師教學信念 zh_TW dc.subject (關鍵詞) 雙語教學 zh_TW dc.subject (關鍵詞) Pedagogical Translanguaging en_US dc.subject (關鍵詞) Content teacher’s beliefs en_US dc.subject (關鍵詞) Bilingual education en_US dc.title (題名) 跨語言實踐的信念及其應用：一位臺灣高中學科教師之個案研究 zh_TW dc.title (題名) Beliefs and Practices of Pedagogical Translanguaging in Taiwan: A Qualitative Case Study of One Senior High School Content Teacher en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Almayez, Mayez. (2022). Translanguaging at a Saudi University: discrepancy between English language teachers’ attitudes and self-reported pedagogical practices. Asian-Pacific Journal of Second and Foreign Language Education, 7(1). https://doi.org/10.1186/s40862-022-00148-3 Anderson, J., & Lightfoot, A. (2021). Translingual practices in English classrooms in India: Current perceptions and future possibilities. International Journal of Bilingual Education and Bilingualism, 24(8), 1210-1231. https://doi.org/10.1080/13670050.2018.1548558 Arocena, E., Cenoz, J., & Gorter, D. (2015). Teachers’ Beliefs in Multilingual Education in the Basque Country and in Friesland. Journal of Immersion and Content-Based Language Education, 3, 169-193. https://doi.org/10.1075/jicb.3.2.01aro Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Multilingual Matters. Billups, F. D. (2021). Qualitative data collection tools: Design, development, and applications. Sage. Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. https://doi.org/10.1191/1478088706qp063oa Buehl, M.M. & Fives, H. (2009). Exploring teachers’ beliefs about teaching knowledge: Where does it come from? Does it change? Journal of Experimental Education, 77, 367-407. https://doi.org/10.3200/JEXE.77.4.367-408 Burton, J., & Rajendram, S. (2019). Translanguaging-as-resource: University ESL instructors’ language orientations and attitudes toward translanguaging. TESL Canada Journal, 36(1), 21-47. https://doi.org/10.18806/tesl.v36i1.1301 Cenoz, J. (2017). Translanguaging in school context. International perspectives: An introduction. Journal of Language, Identity and Education, 16, 193-198. https://doi.org/10.1080/15348458.2017.1327816 Cenoz, J., & Gorter, D. (2021). Pedagogical Translanguaging. Cambridge University Press. https://doi.org/10.1017/9781009029384 Cenoz, J., Santos, A., & Gorter, D. (2022). Pedagogical translanguaging and teachers’ perceptions of anxiety, International Journal of Bilingual Education and Bilingualism, ahead-of-print(ahead-of-print), 1-12. https://doi.org/10.1080/13670050.2021.2021387 Chant, R. H. (2002). The impact of personal theorizing on beginning teaching: Experiences of three social studies teachers. Theory and Research in Social Education 30(4), 516-540. https://doi.org/10.1080/00933104.2002.10473209 Chen, Yi-Tsung. (2021). Reflection and Prospects on the Process of Promoting Bilingual Courses in Taipei City. Journal of Educational Research and Practice, 68 (1), 35-45. https://doi.org/10.6701/JEPR.202106_68(1).0005 Doiz, A., & Lasagabaster, D. (2017). Teachers’ beliefs about translanguaging practices. In C. M. Mazak & K. S. Carroll (Eds.), Translanguaging in higher education: Beyond monolingual ideologies, 157-176. Multilingual Matters. Fang, F. G., & Liu, Y. (2020). ‘Using all English is not always meaningful’: Stakeholders’ perspectives on the use of and attitudes towards translanguaging at a Chinese university. Lingua, 247, 102959-. https://doi.org/10.1016/j.lingua.2020.102959 Fives, H., & Buehl, M. (2012). Spring cleaning for the “messy” construct of teachers’ beliefs: What are they? Which have been examined? What can they tell us? In K.R. Harris, S. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook: Volume 2 Individual differences and cultural and contextual factors (pp. 471-499). Washington, DC: American Psychological Association. https://doi.org/10.1037/13274-019 Fives, H., & M. G. Gill. (2015). International Handbook of Research on Teachers’ Beliefs. Routledge. García, Ofelia. (2009). Bilingual Education in the 21st Century: A Global Perspective. Blackwell. García, O., & Li, W. (2014). Translanguaging: language, bilingualism and education. Palgrave Macmillan. Goodman, B. and Tastanbek, S. (2021). Making the Shift From a Codeswitching to a Translanguaging Lens in English Language Teacher Education. TESOL J, 55, 29-53. https://doi.org/10.1002/tesq.571 Hall, G., & Cook, G. (2012). Own Language use in Language Teaching and Learning. Language Teaching, 45(3), 271-308. https://doi.org/10.1017/S0261444812000067 Hood, M. (2009). Case study. In J. Heigham and R. A. Croker (Eds), Qualitative research in applied linguistics: A practical introduction (pp. 66-90). Palgrave MacMillan, London. https://doi.org/10.1057/9780230239517_4 K–12 Education Administration. (2021). Kuo zenggao jizhong dengxue xiaoshuang yushi yanbanji hua. [Subsidized enhancement of bilingual experimental classes in senior high school plan]. Retrieved from https://cantor.math.ntnu.edu.tw/Kuo zenggao jizhong dengxue xiaoshuang yushi yanbanji hua.pdf Kagan, D.M. (1992). Implications for research on teacher beliefs. Educational Psychologist, 27(1), 65-90. https://doi.org/10.1207/s15326985ep2701_6 Kao, Yu-Ting. (2022). Exploring translanguaging in Taiwanese CLIL classes: an analysis of teachers’ perceptions and practices. Language, Culture and Curriculum, 36(1), 100-121. https://doi.org/10.1080/07908318.2022.2033762 Ke, I-Chung & Lin, Shumin. (2017). A Translanguaging Approach to TESOL in Taiwan. English Teaching and Learning, 41(1), 33-61. https://doi.org/10.6330/ETL.2017.41.1.02 Krashen, S.D. (1988). Second Language Acquisition and Second Language Learning. Pergamon. Lasagabaster, D. (2013). The use of the L1 in CLIL classes: The teachers’ Perspective. Latin American Journal of Content and Language Integrated Learning, 6(2), 1-21. https://doi.org/10.5294/3148 Levin, B., & Ye He. (2008). Investigating the Content and Sources of Teacher Candidates’ Personal Practical Theories (PPTs). Journal of Teacher Education, 59(1), 55-68. https://doi.org/10.1177/0022487107310749 Levin, B.B., He, Y., & Allen, M.H. (2013). Teacher beliefs in action: A cross-sectional, longitudinal follow-up study of teachers’ personal practical theories. Teacher Educator, 48(3), 201-217. https://doi.org/10.1080/08878730.2013.796029 Lewis, G., Jones, B., & Baker, C. (2012). Translanguaging: Origins and development from school to street and beyond. Education Research and Evaluation, 18(7), 641-654. https://doi.org/10.1080/13803611.2012.718488 Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage. https://doi.org/10.1016/0147-1767(85)90062-8 Lo, Ming-Fen. (2021). Mediating L2 Learning through Translanguaging in EFL Small Group Task Interaction. STUST Journal of Humanities and Social Sciences, 24, 1-31. Makulloluwa, E. (2013). Code switching by the teachers in the second language classroom. International Journal of Arts & Sciences, 6(3), 581-598. Mahan. (2022). The comprehending teacher: scaffolding in content and language integrated learning (CLIL). Language Learning Journal, 50(1), 74-88. https://doi.org/10.1080/09571736.2019.1705879 Marsh, D. (2007). Language Awareness & CLIL. In J. Cenoz, J & N. Hornberger, (Eds), Encyclopedia of Language and Education: Knowledge about Language (2nd ed.), 6, 233-246. Springer Science and Business Media. National Development Council. (2021) 2030 Shuang yujheng cejheng tituei dongfang an. [Overall Implementation Plan for the 2030 Bilingual Policy] Retrieved from https://ws.ndc.gov.tw/Shuang yujheng cejheng tituei dongfang an.pdf Nambisan, K. (2014). Teachers’ attitudes towards and uses of translanguaging in English language classrooms in Iowa. Iowa State University. Nikula, Tarja, & Moore, Pat. (2019). Exploring translanguaging in CLIL, International Journal of Bilingual Education and Bilingualism, 22(2), 237-249. https://doi.org/10.1080/13670050.2016.1254151 Pajares, M.F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. https://doi.org/10.3102/00346543062003307 Pham, Min, & Barnett, J. (2022). Lecturers’ Perspectives on the Use of L1 in Vietnamese Undergraduate English-Medium Courses: An Uneasy Acquiescence. In English Medium Instruction Practices in Vietnamese Universities, 68, 123-136. https://doi.org/10.1007/978-981-19-2169-8_8 Pinto, J. (2020). Chinese teachers’ attitudes towards translanguaging and its uses in Portuguese foreign language classrooms. Theory and Practice of Second Language Acquisition, 6(1), 11-30. https://doi.org/10.31261/tapsla.7742 Setyaningrum, R. W., Setiawan, S., & Anam, S. (2022). Translanguaging as a scaffolded practice in a primary school content and language integrated learning context during the COVID-19 pandemic. European Journal of Educational Research, 11(4), 2043-2055. https://doi.org/10.12973/eu-jer.11.4.2043 Wang, D. (2019). Translanguaging in Chinese foreign language classrooms: Students and teachers’ attitudes and practices. International Journal of Bilingual Education and Bilingualism, 22(2), 138-149. https://doi.org/10.1080/13670050.2016.1231773 Lo, Y. Y. (2015). How much L1 is too much? Teachers’ language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning. International Journal of Bilingual Education and Bilingualism, 18(3), 270-288. https://doi.org/10.1080/13670050.2014.988112 Yuvayapan, F. (2019). Translanguaging in EFL classrooms: Teachers’ perceptions and practices. Journal of Language and Linguistic Studies, 15(2), 678-694. https://doi.org/10.17263/jlls.586811 Zhang, Q., Osborne, C., Shao, L., & Lin, M. (2022). A translanguaging perspective on medium of instruction in the CFL classroom. Journal of Multilingual and Multicultural Development, 43(5), 359-372. https://doi.org/10.1080/01434632.2020.1737089 zh_TW
