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題名 臺灣雙語小學執行雙語共備之方法: 質性個案研究
Collaborative Lesson Planning in a Bilingual Elementary School in Taiwan: A Qualitative Case Study
作者 林香寧
Lin, Siang-Ning
貢獻者 黃怡萍
Huang, Yi-Ping
林香寧
Lin, Siang-Ning
關鍵詞 雙語教育
共備
教師自我效能感
Bilingual education
Collaborative lesson planning (CLP)
Teachers’ Self-efficacy (TSE)
日期 2024
上傳時間 1-Feb-2024 11:49:11 (UTC+8)
摘要 本質性個案研究之目的在探討臺灣雙語小學執行雙語共備之方法，以及探究共備如何形塑教師之自我效能感。本研究使用四種資料收集方法: 訪談、共備觀察、文件收集、以及口頭回顧反思。研究顯示該共備社群是以動態循環的方式進行，社群內的共備合作力量強大。此外，兩位資深教師的自我效能感因為共備社群而增加，然而，另一位資深教師則因龐大的行政工作量而覺得難以兼顧行政工作及雙語教學。由此，我們確定動態循環模式以及團隊合作在雙語共備中的重要性，以及不同教師會因為個人的工作重心、自我能力、工作量不同而有不同的自我效能變化。本研究提供雙語學校一個執行雙語共備的範例，此外，也呈現出共備形塑教師自我效能感之歷程，共備的重要性便顯而易見。
The objectives of this qualitative case study were to examine how a collaborative lesson planning (CLP) group was implemented in a bilingual elementary school in Taiwan and to explore how CLP shaped teachers’ self-efficacy. I used four different methods to collect data: interviews, observations of the CLP group, documents, and oral reflections. The results indicated that the CLP group was implemented in a dynamic cycle, and that the collaboration in the group was strong and powerful. In addition, two experienced teachers’ self-efficacy increased due to CLP, while another experienced teacher’s availability of bilingual teaching decreased owing to heavy administrative workload. The conclusion was that the dynamic cycle of CLP and collaborative teamwork were important in implementing CLP. Furthermore, CLP might increase teachers’ self-efficacy (TSE). TSE might also be influenced by other factors, such as work focus, abilities, and heavy workload. The pedagogical contribution of this study is to provide a CLP implementation framework for bilingual schools. Furthermore, this study provides an example that how teachers’ self-efficacy was shaped by CLP and the importance of CLP could be well emphasized.
參考文獻 Bandura, A. (1977a). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191 Bandura, A. (1997b). Self-efficacy: the exercise of control. W.H. Freeman. Retrieved August 28 2022 from https://archive.org/details/selfefficacyexer0000band. Barni, D., Danioni, F., & Benevene, P. (2019). Teachers' Self-Efficacy: The Role of Personal Values and Motivations for Teaching. Front Psychol, 10, 1645. https://doi.org/10.3389/fpsyg.2019.01645 Bezemer, J., & Jewitt, C. (2018). Multimodality: A Guide for Linguists. ” In Research Methods in Linguistics, edited by Lia Litosseliti. 2nd ed, 281–303. London: Continuum. 10.5040/9781350043466.ch-012. Bolam, R., McMahon, AJ., Stoll, L., Thomas, SM., Wallace, M., Greenwood, AM., Hawkey, K., Ingram, M., Atkinson, A., & Smith, MC. (2005). Creating and Sustaining Effective Professional Learning Communities. DfES, GTCe, NCSL. http://https://www.education.gov.uk/publications/eOrderingDownload/RR637-2.pdf Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa Chong, W. H., & Kong, C. A. (2012). Teacher Collaborative Learning and Teacher Self-Efficacy: The Case of Lesson Study. The Journal of Experimental Education, 80(3), 263-283. https://doi.org/10.1080/00220973.2011.596854 Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543-562. https://doi.org/10.2167/beb459.0. DOI : 10.2167/beb459.0 Creswell, J. W., & Creswell, J. D. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches. https://lccn.loc.gov/2017044644 Dyment, J. E., Davis, J. M., Nailon, D., Emery, S., Getenet, S., McCrea, N., & Hill, A. (2014). The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability, Environmental Education Research, 20(5), 660-679, DOI: 10.1080/13504622.2013.833591 Eaker, R., DuFour, R., & Burnette, R. (2002). Getting Started: Reculturing Schools to Become Professional Learning Communities. National Educational Service. García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell. Garmston, R. J., & Wellman, B. M. (2016). The adaptive school: A sourcebook for developing collaborative groups. Rowman & Littlefield. Giles, A., & Yazan, B. (2019). ESL and content teachers’ collaboration. Indonesian JELT: Indonesian Journal of English Language Teaching, 14(1), 1-18. Graham, K. M., Pan, W. Y., & Eslami, Z. R. (2021) A critique of Taiwan’s bilingual education policy through a ROAD-MAPPING of teacher experiences, Current Issues in Language Planning, 22:5, 516-534, DOI: 10.1080/14664208.2021.1884434 Graziano, K. J. (2012). Co-teaching in a Teacher Education Classroom: Collaboration, Compromise, and Creativity. Issues in Teacher Education 21, 109–126. Gutierez, S. B. (2020). Collaborative lesson planning as a positive ‘dissonance’ to the teachers’ individual planning practices: characterizing the features through reflections-on-action. Teacher Development, 25(1), 37-52. https://doi.org/10.1080/13664530.2020.1856177 Hairon, S., & Tan, C. (2016). Professional learning communities in Singapore and Shanghai: implications for teacher collaboration. Compare: A Journal of Comparative and International Education, 47(1), 91-104. https://doi.org/10.1080/03057925.2016.1153408 Hawley, W. D., Valli, L. R., & In, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook for policy and practice (pp. 127-150). San Francisco: Jossey-Bass. Hiebert, J. (2000). A Proposal for Improving Classroom Teaching: Lessons from the TIMSS Video Study. The Elementary School Journal 101. https://doi.org/10.1086/499656 Hord, Shirley M. (1997). Professional learning communities: communities of continuous inquiry and improvement. Austin, Tex.: [Washington, DC]: Southwest Educational Development Laboratory; U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center. Klassen, R. M., Chong, W. H., Huan, V. S., Wong, I., Kates, A., & Hannok, W. (2008). Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study. Teaching and Teacher Education, 24(7), 1919-1934. https://doi.org/10.1016/j.tate.2008.01.005 Lawrence, C. A., & Chong, W. H. (2010). Teacher collaborative learning through the lesson study: identifying pathways for instructional success in a Singapore high school. Asia Pacific Education Review, 11(4), 565-572. https://doi.org/10.1007/s12564-010-9103-3 Lincoln, Y. S., & Guba, E. G. (1985). Establishing trustworthiness. Naturalistic Inquiry. SAGE, Thousand Oaks, 289-331. http://dx.doi.org/10.1016/0147-1767(85)90062-8 Luo, W. H. (2022). Promoting content and English learning in a bilingual curriculum at the elementary school level, Education 3-13. DOI:10.1080/03004279.2022.2099925 Majid, M. A., Othman, M., Mohamad, S. F., Lim, S. A., & Yusof, A. (2017). Piloting for Interviews in Qualitative Research: Operationalization and Lessons Learnt. International Journal of Academic Research in Business and Social Sciences, 7(4). https://doi.org/10.6007/IJARBSS/v7-i4/2916 Mendoza, N. B., Cheng, E. C. K., & Yan, Z. (2022). Assessing teachers’ collaborative lesson planning practices: Instrument development and validation using the SECI knowledge-creation model. Studies in Educational Evaluation, 73. https://doi.org/10.1016/j.stueduc.2022.101139 National Development Council and Ministry of Education (2020). Bilingual 2030. Retrieved from https://ws.ndc.gov.tw/Download.ashx?u=LzAwMS9hZG1pbmlzdHJhdG9yLzExL3JlbGZpbGUvMC8xNDUzNC9hODg1MTBkMC04YmQxLTQxZGEtYTgzZC1jOTg0NDM5Y2U3ZmMucGRm&n=QmlsaW5ndWFsIDIwMzAucGRm&icon=..pdf Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and policy in mental health, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y Pham, P. A., & Unaldi, A. (2021). Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers. International Journal of Bilingual Education and Bilingualism, 25(8), 2918-2932. https://doi.org/10.1080/13670050.2021.1995320 Sanna, L. (2021). Exploring Bilingual Teacher Collaboration in a Professional Learning Community: A Participatory Action Research Study. University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2021. http://hdl.handle.net/1802/36396 Tsui, C. (2018). Teacher efficacy: A case study of faculty beliefs in an English-medium instruction teacher training program. Taiwan Journal of TESOL, 15(1), 101-128. https://doi.org/10.30397/TJTESOL.201804_15(1).0004 Yılmaz, M. (2018). Collaborative Bilingual Teaching in Turkish EFL Context. The European Conference on Education 2018: , Brighton, İngiltere, 29 Haziran - 01 Temmuz 2018, sa.21881162, ss.307-321. https://avesis.istanbul.edu.tr/api/publication/5b55ff0e-004f-4e7a-b6a6-bd065fd45eee/file
描述 碩士
國立政治大學
英語教學碩士在職專班
110951002
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110951002
資料類型 thesis
dc.contributor.advisor 黃怡萍zh_TW
dc.contributor.advisor Huang, Yi-Pingen_US
dc.contributor.author (Authors) 林香寧zh_TW
dc.contributor.author (Authors) Lin, Siang-Ningen_US
dc.creator (作者) 林香寧zh_TW
dc.creator (作者) Lin, Siang-Ningen_US
dc.date (日期) 2024en_US
dc.date.accessioned 1-Feb-2024 11:49:11 (UTC+8)-
dc.date.available 1-Feb-2024 11:49:11 (UTC+8)-
dc.date.issued (上傳時間) 1-Feb-2024 11:49:11 (UTC+8)-
dc.identifier (Other Identifiers) G0110951002en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/149674-
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) 110951002zh_TW
dc.description.abstract (摘要) 本質性個案研究之目的在探討臺灣雙語小學執行雙語共備之方法，以及探究共備如何形塑教師之自我效能感。本研究使用四種資料收集方法: 訪談、共備觀察、文件收集、以及口頭回顧反思。研究顯示該共備社群是以動態循環的方式進行，社群內的共備合作力量強大。此外，兩位資深教師的自我效能感因為共備社群而增加，然而，另一位資深教師則因龐大的行政工作量而覺得難以兼顧行政工作及雙語教學。由此，我們確定動態循環模式以及團隊合作在雙語共備中的重要性，以及不同教師會因為個人的工作重心、自我能力、工作量不同而有不同的自我效能變化。本研究提供雙語學校一個執行雙語共備的範例，此外，也呈現出共備形塑教師自我效能感之歷程，共備的重要性便顯而易見。zh_TW
dc.description.abstract (摘要) The objectives of this qualitative case study were to examine how a collaborative lesson planning (CLP) group was implemented in a bilingual elementary school in Taiwan and to explore how CLP shaped teachers’ self-efficacy. I used four different methods to collect data: interviews, observations of the CLP group, documents, and oral reflections. The results indicated that the CLP group was implemented in a dynamic cycle, and that the collaboration in the group was strong and powerful. In addition, two experienced teachers’ self-efficacy increased due to CLP, while another experienced teacher’s availability of bilingual teaching decreased owing to heavy administrative workload. The conclusion was that the dynamic cycle of CLP and collaborative teamwork were important in implementing CLP. Furthermore, CLP might increase teachers’ self-efficacy (TSE). TSE might also be influenced by other factors, such as work focus, abilities, and heavy workload. The pedagogical contribution of this study is to provide a CLP implementation framework for bilingual schools. Furthermore, this study provides an example that how teachers’ self-efficacy was shaped by CLP and the importance of CLP could be well emphasized.en_US
dc.description.tableofcontents CHAPTER 1 1 CHAPTER 2 5 Bilingual 2030 and Problems of Implementing CLIL in Taiwan 6 Collaborative Lesson Planning (CLP) 7 Teachers’ Self-efficacy (TSE) 9 The Relationship between CLP and TSE 11 The Relationship between CLP, TSE, and Bilingual Education 12 CHAPTER 3 15 Context and Participants 15 Data Collection 16 Semi-structured Interviews 17 Oral Reflections 18 Observation Field Notes of CLP Meetings 19 Documents 19 Data Collection Procedure 19 Data Analysis 20 Trustworthiness 22 Role of the Researcher 23 CHAPTER 4 25 The Implementation of the CLP 25 Theme 1: Establishing collaboration: together, stronger, the power of formal CLP 26 Lesson Planning Phase 26 Lesson Implementing Phase 29 Lesson Sharing Phase (Monthly Meeting). 32 Lesson Adjusting Phase. 40 Theme 2: Spontaneous Collaborative Networks: The Informal CLP 40 Social Media 41 Face-to-face Interaction 42 Professional Development 44 How CLP Shaped Teachers’ Self-efficacy 45 Teacher Y’s Self-efficacy: From Low to High 45 Negative Sources of Self-efficacy 45 Positive Sources of Self-efficacy 49 Teacher K’s Self-efficacy: From High to Low, and to High 53 Negative Sources of Self-efficacy 54 Positive Sources of Self-efficacy. 55 Teacher P: From High TSE to Low Availability 58 Positive Sources of Self-efficacy 58 Neutral Sources of Self-efficacy 62 Negative Sources of Self-efficacy 63 CHAPTER 5 67 The Implementation of the CLP 67 Theme 1: the Dynamic Cycle of the Formal CLP Group 67 Theme 2: The Power of Collaboration: Together and Stronger 68 How CLP Shaped Teachers’ Self-efficacy 71 Theme 1: CLP Might Increase Teachers’ Self-efficacy: Examples from Sources of Teachers Y’s and K’s Increasing Self-efficacy 73 Source 1: Physiological State 73 Source 2: Verbal Persuasion 74 Source 3: Mastery Experience 75 Source 4: Vicarious Experience 75 Theme 2: Other Factors Shaping TSE: Examples from Teacher P 76 CHAPTER 6 77 Summary of the Study 77 Pedagogical Implications 77 Using a Dynamic Cycle for CLP groups 77 The Importance of Collaboration in CLP groups and in Bilingual Education 78 Implementing CLP Groups in Bilingual Schools 78 Applying a Dual-track System for CLP 79 Providing Incentives and Lesson Deduction for the People Helping Bilingual Education in School 79 Limitation and Suggestions for Future Research 80 The Lack of Data on Novice Teachers 81 Coda 81 References 83 Appendix A 87 Appendix B 89 Appendix C 91 Appendix D 93zh_TW
dc.format.extent 1440930 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110951002en_US
dc.subject (關鍵詞) 雙語教育zh_TW
dc.subject (關鍵詞) 共備zh_TW
dc.subject (關鍵詞) 教師自我效能感zh_TW
dc.subject (關鍵詞) Bilingual educationen_US
dc.subject (關鍵詞) Collaborative lesson planning (CLP)en_US
dc.subject (關鍵詞) Teachers’ Self-efficacy (TSE)en_US
dc.title (題名) 臺灣雙語小學執行雙語共備之方法: 質性個案研究zh_TW
dc.title (題名) Collaborative Lesson Planning in a Bilingual Elementary School in Taiwan: A Qualitative Case Studyen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Bandura, A. (1977a). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191 Bandura, A. (1997b). Self-efficacy: the exercise of control. W.H. Freeman. Retrieved August 28 2022 from https://archive.org/details/selfefficacyexer0000band. Barni, D., Danioni, F., & Benevene, P. (2019). Teachers' Self-Efficacy: The Role of Personal Values and Motivations for Teaching. Front Psychol, 10, 1645. https://doi.org/10.3389/fpsyg.2019.01645 Bezemer, J., & Jewitt, C. (2018). Multimodality: A Guide for Linguists. ” In Research Methods in Linguistics, edited by Lia Litosseliti. 2nd ed, 281–303. London: Continuum. 10.5040/9781350043466.ch-012. Bolam, R., McMahon, AJ., Stoll, L., Thomas, SM., Wallace, M., Greenwood, AM., Hawkey, K., Ingram, M., Atkinson, A., & Smith, MC. (2005). Creating and Sustaining Effective Professional Learning Communities. DfES, GTCe, NCSL. http://https://www.education.gov.uk/publications/eOrderingDownload/RR637-2.pdf Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa Chong, W. H., & Kong, C. A. (2012). Teacher Collaborative Learning and Teacher Self-Efficacy: The Case of Lesson Study. The Journal of Experimental Education, 80(3), 263-283. https://doi.org/10.1080/00220973.2011.596854 Coyle, D. (2007). Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543-562. https://doi.org/10.2167/beb459.0. DOI : 10.2167/beb459.0 Creswell, J. W., & Creswell, J. D. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches. https://lccn.loc.gov/2017044644 Dyment, J. E., Davis, J. M., Nailon, D., Emery, S., Getenet, S., McCrea, N., & Hill, A. (2014). The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability, Environmental Education Research, 20(5), 660-679, DOI: 10.1080/13504622.2013.833591 Eaker, R., DuFour, R., & Burnette, R. (2002). Getting Started: Reculturing Schools to Become Professional Learning Communities. National Educational Service. García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell. Garmston, R. J., & Wellman, B. M. (2016). The adaptive school: A sourcebook for developing collaborative groups. Rowman & Littlefield. Giles, A., & Yazan, B. (2019). ESL and content teachers’ collaboration. Indonesian JELT: Indonesian Journal of English Language Teaching, 14(1), 1-18. Graham, K. M., Pan, W. Y., & Eslami, Z. R. (2021) A critique of Taiwan’s bilingual education policy through a ROAD-MAPPING of teacher experiences, Current Issues in Language Planning, 22:5, 516-534, DOI: 10.1080/14664208.2021.1884434 Graziano, K. J. (2012). Co-teaching in a Teacher Education Classroom: Collaboration, Compromise, and Creativity. Issues in Teacher Education 21, 109–126. Gutierez, S. B. (2020). Collaborative lesson planning as a positive ‘dissonance’ to the teachers’ individual planning practices: characterizing the features through reflections-on-action. Teacher Development, 25(1), 37-52. https://doi.org/10.1080/13664530.2020.1856177 Hairon, S., & Tan, C. (2016). Professional learning communities in Singapore and Shanghai: implications for teacher collaboration. Compare: A Journal of Comparative and International Education, 47(1), 91-104. https://doi.org/10.1080/03057925.2016.1153408 Hawley, W. D., Valli, L. R., & In, L. (1999). The essentials of effective professional development: A new consensus. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook for policy and practice (pp. 127-150). San Francisco: Jossey-Bass. Hiebert, J. (2000). A Proposal for Improving Classroom Teaching: Lessons from the TIMSS Video Study. The Elementary School Journal 101. https://doi.org/10.1086/499656 Hord, Shirley M. (1997). Professional learning communities: communities of continuous inquiry and improvement. Austin, Tex.: [Washington, DC]: Southwest Educational Development Laboratory; U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center. Klassen, R. M., Chong, W. H., Huan, V. S., Wong, I., Kates, A., & Hannok, W. (2008). Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study. Teaching and Teacher Education, 24(7), 1919-1934. https://doi.org/10.1016/j.tate.2008.01.005 Lawrence, C. A., & Chong, W. H. (2010). Teacher collaborative learning through the lesson study: identifying pathways for instructional success in a Singapore high school. Asia Pacific Education Review, 11(4), 565-572. https://doi.org/10.1007/s12564-010-9103-3 Lincoln, Y. S., & Guba, E. G. (1985). Establishing trustworthiness. Naturalistic Inquiry. SAGE, Thousand Oaks, 289-331. http://dx.doi.org/10.1016/0147-1767(85)90062-8 Luo, W. H. (2022). Promoting content and English learning in a bilingual curriculum at the elementary school level, Education 3-13. DOI:10.1080/03004279.2022.2099925 Majid, M. A., Othman, M., Mohamad, S. F., Lim, S. A., & Yusof, A. (2017). Piloting for Interviews in Qualitative Research: Operationalization and Lessons Learnt. International Journal of Academic Research in Business and Social Sciences, 7(4). https://doi.org/10.6007/IJARBSS/v7-i4/2916 Mendoza, N. B., Cheng, E. C. K., & Yan, Z. (2022). Assessing teachers’ collaborative lesson planning practices: Instrument development and validation using the SECI knowledge-creation model. Studies in Educational Evaluation, 73. https://doi.org/10.1016/j.stueduc.2022.101139 National Development Council and Ministry of Education (2020). Bilingual 2030. Retrieved from https://ws.ndc.gov.tw/Download.ashx?u=LzAwMS9hZG1pbmlzdHJhdG9yLzExL3JlbGZpbGUvMC8xNDUzNC9hODg1MTBkMC04YmQxLTQxZGEtYTgzZC1jOTg0NDM5Y2U3ZmMucGRm&n=QmlsaW5ndWFsIDIwMzAucGRm&icon=..pdf Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful Sampling for Qualitative Data Collection and Analysis in Mixed Method Implementation Research. Administration and policy in mental health, 42(5), 533–544. https://doi.org/10.1007/s10488-013-0528-y Pham, P. A., & Unaldi, A. (2021). Cross-curricular collaboration in a CLIL bilingual context: the perceptions and practices of language teachers and content subject teachers. International Journal of Bilingual Education and Bilingualism, 25(8), 2918-2932. https://doi.org/10.1080/13670050.2021.1995320 Sanna, L. (2021). Exploring Bilingual Teacher Collaboration in a Professional Learning Community: A Participatory Action Research Study. University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2021. http://hdl.handle.net/1802/36396 Tsui, C. (2018). Teacher efficacy: A case study of faculty beliefs in an English-medium instruction teacher training program. Taiwan Journal of TESOL, 15(1), 101-128. https://doi.org/10.30397/TJTESOL.201804_15(1).0004 Yılmaz, M. (2018). Collaborative Bilingual Teaching in Turkish EFL Context. The European Conference on Education 2018: , Brighton, İngiltere, 29 Haziran - 01 Temmuz 2018, sa.21881162, ss.307-321. https://avesis.istanbul.edu.tr/api/publication/5b55ff0e-004f-4e7a-b6a6-bd065fd45eee/filezh_TW