1. NCCU Academic Hub
  2. Publications
  3. College of Foreign Languages and Literature
  4. Theses
  5. Item

Publications-Theses

Article View/Open

Publication Export

Google ScholarTM

NCCU Library

Citation Infomation

Related Publications in TAIR

題名 因應國家雙語政策新手教師之專業發展和教學與信念轉變
From Policy to Practice: Autoethnographic Research on a Novice Taiwanese Teacher's Professional Development
作者 康力心
Kang, Li-sin
貢獻者 劉怡君
Liu, Yi-chun
康力心
Kang, Li-sin
關鍵詞 雙語政策
教師專業成長的相互關聯模型
教師專業成長
教師信念
教學政策
新手教師
自我民族誌研究
Bilingual policy
Interconnected Model of Teacher Professional Growth
Teacher professional development
Teachers’ beliefs
Teachers' strategies
Novice teachers
Autoethnographic research
日期 2024
上傳時間 5-Aug-2024 15:00:06 (UTC+8)
摘要 為因應台灣新推出的雙語政策，這項行動研究深入探討了我作為國中英語老師於兩個月內的教學成長歷程。本研究為一自我民族誌研究，採用Clarke & Hollingsworth (2002)《教師專業成長的相互關聯模型》作為理論框架來探索和審視自我的教學經歷，調和雙語政策期望和實務教學之間的落差。在三個研究的教學反思週期中，我透過反思性教學日誌、問卷和訪談收集多樣化資料，助我在教學情境中自我對話，一邊檢視學生對英語口說和教師教學的看法，探索可行的英語口語教學。這個觀察、反思、修訂、協商、改變的過程促進了我的教學專業發展。本研究揭示了新手教師在嘗試配合國家雙語政策而採用英語授課時所面臨的困難和掙扎，進一步呈現教師專業發展和課堂互動演變之間的微妙動態。
In response to Taiwan's new bilingual policy, this autoethnographic research delved into my teaching growth as a junior high school English teacher within two months. Using Clarke & Hollingsworth's (2002) "Interrelated Model of Teacher Professional Growth" as a theoretical framework, I reflected on my own teaching experience. In the three teaching reflection cycles of research actions, I developed a perception of my teaching situation, gaining an understanding of students' views on English speaking and teaching methods. This process guided the step-by-step modification of bilingual teaching practices. Specifically, the present study uncovered the hidden difficulties and struggles I faced when aligning my teaching with the top-down language policy. The results presented the nuanced dynamics between teachers' professional development and classroom interactions.
參考文獻 Anderson, J., & Lynch, T. (2019). Language Teaching Strategies and Techniques Used to Support Students Learning in a Language Other Than Their Mother Tongue. Journal of Language Teaching and Research, 10(2), 302-309. Anthony, G., Hunter, J., & Hunter, R. (2015). Prospective teachers development of adaptive expertise. Teaching and Teacher Education, 49, 108-117. Beattie, M. (2000). Narratives of professional learning: becoming a teacher and learning to teach. Journal of educational enquiry, 1(2), 1–23. Beijaard, D., Verloop, N., Wubbels, T., & Feiman-Nemser, S. (2000). The professional development of teachers. In New learning (pp. 261-274). Springer, Dordrecht. Cadias, A. (2019). Preparing for the Challenges of a Bilingual Teacher in Teaching English as a Foreign/Second Language. Second Language (November 28, 2019). Canagarajah, C. (2007). Lingua Franca English, Multilingual communities, and Language acquisition. The Modern Language Journal, 91, pp. 923-939. Çelik, S., Arikan, A., & Caner, M. (2013). In the Eyes of Turkish EFL Learners: What Makes an Effective Foreign Language Teacher?. Online Submission. Chen, F., Kao, S.-M., & Tsou, W. (2020). Toward ELF-informed bilingual education in Taiwan: Addressing incongruity between policy and practice. English Teaching & Learning, Advance online publication. Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 53-82. Chung, I. F., & Huang, Y. C. (2009). The Implementation of Communicative Language Teaching: An Investigation of Students' Viewpoints. Asia-Pacific Education Researcher (De La Salle University Manila), 18(1). Clarke, D., & Hollingsworth, H. (2002). Teaching and Teacher Education, 18(8), 947-967. Coffield, F., Moseley, D., Hall, E., Ecclestone, K., Coffield, F., Moseley, D., ... & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Connelly, F. M., & Clandinin, D. J. (1987). Teachers’ personal knowledge: what counts as personal in studies of the personal. Journal of Curriculum Studies, 19(6), 487-501. Davis, K. A. (1994). Language planning in multilingual contexts: Policies, communities, and schools in Luxembourg. John Benjamins Publishing Company. Datnow, A. (2020). The role of teachers in educational reform: A 20-year perspective. Journal of Educational Change, 21(3), 431-441. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Houghton Mifflin. Du Preez, J. (2008). Locating the researcher in the research: Personal narrative and reflective practice. Reflective Practice, 9(4), 509-519. Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: an overview. Historical social research/ Historische sozialforschung, 273-290. Ellis, R. (2005). Instructed language learning and task-based teaching. In Handbook of research in second language teaching and learning (pp. 713-728). Routledge. Fajardo-Castañeda, A. L. B. E. R. T. O. (2018). In-Service Language Teachers’ Perceptions on the National Bilingualism Program Implementation: A Case Study. Cuadernos de Lingüística Hispánica, (32), 195-215. Fang, F., Zhang, L. J., & Sah, P. K. (2022). Translanguaging in language teaching and learning: Current practices and future directions. RELC Journal, 53(2), 305-312. Feiman-Nemser, S., & Buchman, M. (1985). Pitfalls of Experience in Teacher Education. Teachers College Record, 87, 49-65. Ferrer, A., & Lin, T. B. (2024). Official bilingualism in a multilingual nation: A study of the 2030 bilingual nation policy in Taiwan. Journal of Multilingual and Multicultural Development, 45(2), 551-563. Firth, A. (1996). The discursive accomplishment of normality. On "lingua franca" English and conversation analysis. Journal of Pragmatics, 26, 237-259 Fullan, M. (2002). The change. Educational leadership, 59(8), 16-20. García, O. (2009). Education, multilingualism and translanguaging in the 21st century. Social justice through multilingual education, 143, 158. García, O., & Li Wei. (2014). Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan. 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. Haney, J. J., Lumpe, A. T., Czerniak, C. M., & Egan, V. (2002). From beliefs to actions: The beliefs and actions of teachers implementing change. Journal of science teacher education, 13(3), 171-187. Hara, M. (2017). Rethinking equity: Preservice teachers' perceptions and practice around policy. Peabody Journal of Education, 92(4), 466-485. Hauge, K. (2021). Self-study research: Challenges and opportunities in teacher education. In Teacher Education in the 21st Century-Emerging Skills for a Changing World. IntechOpen. Hornberger, N. H. (1996). Language policy, language education, language rights: Indigenous, immigrant, and international perspectives. Language in Society, 25(4), 607-629. Kang, S. H. (1995). The effects of a context-embedded approach to second-language vocabulary learning. System, 23(1), 43-55. Karpicke, J. D., & Roediger III, H. L. (2008). The critical importance of retrieval for learning. science, 319(5865), 966-968. Lau, K., & Lin, C. Y. (2017). Internationalization of higher education and language policy: The case of a Bilingual university in Taiwan. Higher Education, 74(3), 437-454. Lin, W. C. (2016). Challenging the pedagogical discontinuity in EFL between elementary and junior high schools in Taiwan. New approaches to English language and education in Taiwan: Cultural and intercultural perspectives, 65. McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English only”. System, 39(2), 251-263. Moss, H. E., & Marslen-Wilson, W. D. (1993). Access to word meanings during spoken language comprehension: effects of sentential semantic context. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19(6), 1254. Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 38(1-2, Serial No. 149). Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. Palmer, D. K., Martínez, R. A., Mateus, S. G., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757-772. Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice (Vol. 8). Springer Science & Business Media. Reed-Danahay, D. (Ed.). (1997). Auto/ethnography: Rewriting the self and the social. Routledge. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press. Rigby, K. A. (2021). Evolution and Impact of English Language Policy in Taiwan. Sadeghi, K., & Nobakht, A. (2014). The Effect of Linguistic Context on EFL Vocabulary Learning. GEMA Online Journal of Language Studies, 14(3). Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Routledge. Seltzer, K., & García, O. (2020). Broadening the view: Taking up a translanguaging pedagogy with all language–minoritized students. Envisioning TESOL through a translanguaging lens: Global perspectives, 23-42. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22. Skehan, P. (2009). Modeling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied linguistics, 30(4), 510-532. Spillane, J. P., & Kenney, A. W. (2012). School administration in a changing education sector: The US experience. Journal of Educational Administration, 50(5), 541-561. Stritikus, T. T. (2003). The interrelationship of beliefs, context, and learning: The case of a teacher reacting to language policy. Journal of language, identity and education, 2(1), 29-52. Thuy, T. T., & Thuy, P. T. (2024). Empathetic Pedagogies in English as a Foreign Language (EFL) Teaching: Specific Strategies and Experiences from the Mekong Delta Context. International Journal of Learning, Teaching and Educational Research, 23(1), 39-58. Tichenor, M. S., & Tichenor, J. M. (2005). Understanding teachers' perspectives on professionalism. Professional Educator, 27, 89-95. Tomlinson, C. A. (2009). Intersections between differentiation and literacy instruction: Shared principles worth sharing. New England Reading Association Journal, 45(1), 28-33, 97. Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645. Tsang, W. K. (2004). Teachers’ personal practical knowledge and interactive decisions. Language Teaching Research, 8(2), 163-198. Tupas, R. (2018). Teacher ideology in English language education. In Reconceptualizing English education in a multilingual society (pp. 85-98). Springer, Singapore. Ulla, M. B. (2022). Exploring early-career EFL teachers’ engagement in professional learning: Teaching beliefs and professional values. RELC Journal, 00336882221080197. Varghese, M. M., & Stritikus, T. (2005). “Nadie Me Dijó [Nobody Told Me]” Language Policy Negotiation and Implications for Teacher Education. Journal of Teacher Education, 56(1), 73-87. Wang, C. P. (2020). Taiwan Should Implement the IB Programme to Become a Bilingual Nation by 2030 and Culturally Integrate into the Global Community, Vol. Jiaoyu Yanjiu Yuekan= Journal of Education Research, (311), 126-146. Wei, L., & García, O. (2022). Not a first language but one repertoire: Translanguaging as a decolonizing project. RELC Journal, 53(2), 313-324. Xu, J., Fan, Y., & Xu, Q. (2019). EFL learners’ corrective feedback decision-making in task-based peer interaction. Language Awareness, 28(4), 329-347. Yang, F. C. O., Lo, F. Y. R., Hsieh, J. C., & Wu, W. C. V. (2020). Facilitating communicative ability of EFL learners via high-immersion virtual reality. Journal of Educational Technology & Society, 23(1). Yang, J., & Jang, I. C. (2022). The everyday politics of English-only policy in an EFL language school: practices, ideologies, and identities of Korean bilingual teachers. International Journal of Bilingual Education and Bilingualism, 25(3), 1088-1100. Yung, B. H. (2001). Examiner, policeman or students' companion: Teachers' perceptions of their role in an assessment reform. Educational Review, 53(3), 251-260.
描述 碩士
國立政治大學
英國語文學系
108551009
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0108551009
資料類型 thesis
dc.contributor.advisor 劉怡君zh_TW
dc.contributor.advisor Liu, Yi-chunen_US
dc.contributor.author (Authors) 康力心zh_TW
dc.contributor.author (Authors) Kang, Li-sinen_US
dc.creator (作者) 康力心zh_TW
dc.creator (作者) Kang, Li-sinen_US
dc.date (日期) 2024en_US
dc.date.accessioned 5-Aug-2024 15:00:06 (UTC+8)-
dc.date.available 5-Aug-2024 15:00:06 (UTC+8)-
dc.date.issued (上傳時間) 5-Aug-2024 15:00:06 (UTC+8)-
dc.identifier (Other Identifiers) G0108551009en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/152943-
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) 108551009zh_TW
dc.description.abstract (摘要) 為因應台灣新推出的雙語政策，這項行動研究深入探討了我作為國中英語老師於兩個月內的教學成長歷程。本研究為一自我民族誌研究，採用Clarke & Hollingsworth (2002)《教師專業成長的相互關聯模型》作為理論框架來探索和審視自我的教學經歷，調和雙語政策期望和實務教學之間的落差。在三個研究的教學反思週期中，我透過反思性教學日誌、問卷和訪談收集多樣化資料，助我在教學情境中自我對話，一邊檢視學生對英語口說和教師教學的看法，探索可行的英語口語教學。這個觀察、反思、修訂、協商、改變的過程促進了我的教學專業發展。本研究揭示了新手教師在嘗試配合國家雙語政策而採用英語授課時所面臨的困難和掙扎，進一步呈現教師專業發展和課堂互動演變之間的微妙動態。zh_TW
dc.description.abstract (摘要) In response to Taiwan's new bilingual policy, this autoethnographic research delved into my teaching growth as a junior high school English teacher within two months. Using Clarke & Hollingsworth's (2002) "Interrelated Model of Teacher Professional Growth" as a theoretical framework, I reflected on my own teaching experience. In the three teaching reflection cycles of research actions, I developed a perception of my teaching situation, gaining an understanding of students' views on English speaking and teaching methods. This process guided the step-by-step modification of bilingual teaching practices. Specifically, the present study uncovered the hidden difficulties and struggles I faced when aligning my teaching with the top-down language policy. The results presented the nuanced dynamics between teachers' professional development and classroom interactions.en_US
dc.description.tableofcontents ACKNOWLEDGEMENTS iii CHINESE ABSTRACT iv ABSTRACT v CHAPTER ONE: INTRODUCTION p.1 CHAPTER TWO: LITERATURE p.4 Teacher's professional development p.4 External Domain p.5 The Domain of Practice: Translanguaging, EMI, and TEIE p.9 Personal Domain: Teachers’ Beliefs and Professional Knowledge p.12 CHAPTER THREE: METHODOLOGY p.18 Data Collections p.20 My Learning Background p.24 My Teaching Context p.25 CHAPTER FOUR: FINDINGS p.27 Cycle One (9/9-9/30): p.27 Cycle Two (10/2-10/21) p.38 Cycle Three (10/22-11/11) p.53 Survey Analysis of Three Cycles p.62 CHAPTER FIVE: DISCUSSION p.66 Blended Scaffolding Instruction p.66 Teacher-student Relationship p.69 The Development and Shifts of My Beliefs p.72 CHAPTER SIX: CONCLUSION p.76 REFERENCES p.78 APPENDIX A: Students’ Survey p.86 APPENDIX B: Samples of Students’ Survey p.88zh_TW
dc.format.extent 2340026 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0108551009en_US
dc.subject (關鍵詞) 雙語政策zh_TW
dc.subject (關鍵詞) 教師專業成長的相互關聯模型zh_TW
dc.subject (關鍵詞) 教師專業成長zh_TW
dc.subject (關鍵詞) 教師信念zh_TW
dc.subject (關鍵詞) 教學政策zh_TW
dc.subject (關鍵詞) 新手教師zh_TW
dc.subject (關鍵詞) 自我民族誌研究zh_TW
dc.subject (關鍵詞) Bilingual policyen_US
dc.subject (關鍵詞) Interconnected Model of Teacher Professional Growthen_US
dc.subject (關鍵詞) Teacher professional developmenten_US
dc.subject (關鍵詞) Teachers’ beliefsen_US
dc.subject (關鍵詞) Teachers' strategiesen_US
dc.subject (關鍵詞) Novice teachersen_US
dc.subject (關鍵詞) Autoethnographic researchen_US
dc.title (題名) 因應國家雙語政策新手教師之專業發展和教學與信念轉變zh_TW
dc.title (題名) From Policy to Practice: Autoethnographic Research on a Novice Taiwanese Teacher's Professional Developmenten_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Anderson, J., & Lynch, T. (2019). Language Teaching Strategies and Techniques Used to Support Students Learning in a Language Other Than Their Mother Tongue. Journal of Language Teaching and Research, 10(2), 302-309. Anthony, G., Hunter, J., & Hunter, R. (2015). Prospective teachers development of adaptive expertise. Teaching and Teacher Education, 49, 108-117. Beattie, M. (2000). Narratives of professional learning: becoming a teacher and learning to teach. Journal of educational enquiry, 1(2), 1–23. Beijaard, D., Verloop, N., Wubbels, T., & Feiman-Nemser, S. (2000). The professional development of teachers. In New learning (pp. 261-274). Springer, Dordrecht. Cadias, A. (2019). Preparing for the Challenges of a Bilingual Teacher in Teaching English as a Foreign/Second Language. Second Language (November 28, 2019). Canagarajah, C. (2007). Lingua Franca English, Multilingual communities, and Language acquisition. The Modern Language Journal, 91, pp. 923-939. Çelik, S., Arikan, A., & Caner, M. (2013). In the Eyes of Turkish EFL Learners: What Makes an Effective Foreign Language Teacher?. Online Submission. Chen, F., Kao, S.-M., & Tsou, W. (2020). Toward ELF-informed bilingual education in Taiwan: Addressing incongruity between policy and practice. English Teaching & Learning, Advance online publication. Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 53-82. Chung, I. F., & Huang, Y. C. (2009). The Implementation of Communicative Language Teaching: An Investigation of Students' Viewpoints. Asia-Pacific Education Researcher (De La Salle University Manila), 18(1). Clarke, D., & Hollingsworth, H. (2002). Teaching and Teacher Education, 18(8), 947-967. Coffield, F., Moseley, D., Hall, E., Ecclestone, K., Coffield, F., Moseley, D., ... & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Connelly, F. M., & Clandinin, D. J. (1987). Teachers’ personal knowledge: what counts as personal in studies of the personal. Journal of Curriculum Studies, 19(6), 487-501. Davis, K. A. (1994). Language planning in multilingual contexts: Policies, communities, and schools in Luxembourg. John Benjamins Publishing Company. Datnow, A. (2020). The role of teachers in educational reform: A 20-year perspective. Journal of Educational Change, 21(3), 431-441. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Houghton Mifflin. Du Preez, J. (2008). Locating the researcher in the research: Personal narrative and reflective practice. Reflective Practice, 9(4), 509-519. Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: an overview. Historical social research/ Historische sozialforschung, 273-290. Ellis, R. (2005). Instructed language learning and task-based teaching. In Handbook of research in second language teaching and learning (pp. 713-728). Routledge. Fajardo-Castañeda, A. L. B. E. R. T. O. (2018). In-Service Language Teachers’ Perceptions on the National Bilingualism Program Implementation: A Case Study. Cuadernos de Lingüística Hispánica, (32), 195-215. Fang, F., Zhang, L. J., & Sah, P. K. (2022). Translanguaging in language teaching and learning: Current practices and future directions. RELC Journal, 53(2), 305-312. Feiman-Nemser, S., & Buchman, M. (1985). Pitfalls of Experience in Teacher Education. Teachers College Record, 87, 49-65. Ferrer, A., & Lin, T. B. (2024). Official bilingualism in a multilingual nation: A study of the 2030 bilingual nation policy in Taiwan. Journal of Multilingual and Multicultural Development, 45(2), 551-563. Firth, A. (1996). The discursive accomplishment of normality. On "lingua franca" English and conversation analysis. Journal of Pragmatics, 26, 237-259 Fullan, M. (2002). The change. Educational leadership, 59(8), 16-20. García, O. (2009). Education, multilingualism and translanguaging in the 21st century. Social justice through multilingual education, 143, 158. García, O., & Li Wei. (2014). Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan. 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. Haney, J. J., Lumpe, A. T., Czerniak, C. M., & Egan, V. (2002). From beliefs to actions: The beliefs and actions of teachers implementing change. Journal of science teacher education, 13(3), 171-187. Hara, M. (2017). Rethinking equity: Preservice teachers' perceptions and practice around policy. Peabody Journal of Education, 92(4), 466-485. Hauge, K. (2021). Self-study research: Challenges and opportunities in teacher education. In Teacher Education in the 21st Century-Emerging Skills for a Changing World. IntechOpen. Hornberger, N. H. (1996). Language policy, language education, language rights: Indigenous, immigrant, and international perspectives. Language in Society, 25(4), 607-629. Kang, S. H. (1995). The effects of a context-embedded approach to second-language vocabulary learning. System, 23(1), 43-55. Karpicke, J. D., & Roediger III, H. L. (2008). The critical importance of retrieval for learning. science, 319(5865), 966-968. Lau, K., & Lin, C. Y. (2017). Internationalization of higher education and language policy: The case of a Bilingual university in Taiwan. Higher Education, 74(3), 437-454. Lin, W. C. (2016). Challenging the pedagogical discontinuity in EFL between elementary and junior high schools in Taiwan. New approaches to English language and education in Taiwan: Cultural and intercultural perspectives, 65. McMillan, B. A., & Rivers, D. J. (2011). The practice of policy: Teacher attitudes toward “English only”. System, 39(2), 251-263. Moss, H. E., & Marslen-Wilson, W. D. (1993). Access to word meanings during spoken language comprehension: effects of sentential semantic context. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19(6), 1254. Nelson, K. (1973). Structure and strategy in learning to talk. Monographs of the Society for Research in Child Development, 38(1-2, Serial No. 149). Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. Palmer, D. K., Martínez, R. A., Mateus, S. G., & Henderson, K. (2014). Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom. The Modern Language Journal, 98(3), 757-772. Pinnegar, S., & Hamilton, M. L. (2009). Self-study of practice as a genre of qualitative research: Theory, methodology, and practice (Vol. 8). Springer Science & Business Media. Reed-Danahay, D. (Ed.). (1997). Auto/ethnography: Rewriting the self and the social. Routledge. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge university press. Rigby, K. A. (2021). Evolution and Impact of English Language Policy in Taiwan. Sadeghi, K., & Nobakht, A. (2014). The Effect of Linguistic Context on EFL Vocabulary Learning. GEMA Online Journal of Language Studies, 14(3). Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Routledge. Seltzer, K., & García, O. (2020). Broadening the view: Taking up a translanguaging pedagogy with all language–minoritized students. Envisioning TESOL through a translanguaging lens: Global perspectives, 23-42. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Shulman, L. S. (1987). Knowledge and Teaching: Foundations of the New Reform. Harvard Educational Review, 57(1), 1-22. Skehan, P. (2009). Modeling second language performance: Integrating complexity, accuracy, fluency, and lexis. Applied linguistics, 30(4), 510-532. Spillane, J. P., & Kenney, A. W. (2012). School administration in a changing education sector: The US experience. Journal of Educational Administration, 50(5), 541-561. Stritikus, T. T. (2003). The interrelationship of beliefs, context, and learning: The case of a teacher reacting to language policy. Journal of language, identity and education, 2(1), 29-52. Thuy, T. T., & Thuy, P. T. (2024). Empathetic Pedagogies in English as a Foreign Language (EFL) Teaching: Specific Strategies and Experiences from the Mekong Delta Context. International Journal of Learning, Teaching and Educational Research, 23(1), 39-58. Tichenor, M. S., & Tichenor, J. M. (2005). Understanding teachers' perspectives on professionalism. Professional Educator, 27, 89-95. Tomlinson, C. A. (2009). Intersections between differentiation and literacy instruction: Shared principles worth sharing. New England Reading Association Journal, 45(1), 28-33, 97. Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631-645. Tsang, W. K. (2004). Teachers’ personal practical knowledge and interactive decisions. Language Teaching Research, 8(2), 163-198. Tupas, R. (2018). Teacher ideology in English language education. In Reconceptualizing English education in a multilingual society (pp. 85-98). Springer, Singapore. Ulla, M. B. (2022). Exploring early-career EFL teachers’ engagement in professional learning: Teaching beliefs and professional values. RELC Journal, 00336882221080197. Varghese, M. M., & Stritikus, T. (2005). “Nadie Me Dijó [Nobody Told Me]” Language Policy Negotiation and Implications for Teacher Education. Journal of Teacher Education, 56(1), 73-87. Wang, C. P. (2020). Taiwan Should Implement the IB Programme to Become a Bilingual Nation by 2030 and Culturally Integrate into the Global Community, Vol. Jiaoyu Yanjiu Yuekan= Journal of Education Research, (311), 126-146. Wei, L., & García, O. (2022). Not a first language but one repertoire: Translanguaging as a decolonizing project. RELC Journal, 53(2), 313-324. Xu, J., Fan, Y., & Xu, Q. (2019). EFL learners’ corrective feedback decision-making in task-based peer interaction. Language Awareness, 28(4), 329-347. Yang, F. C. O., Lo, F. Y. R., Hsieh, J. C., & Wu, W. C. V. (2020). Facilitating communicative ability of EFL learners via high-immersion virtual reality. Journal of Educational Technology & Society, 23(1). Yang, J., & Jang, I. C. (2022). The everyday politics of English-only policy in an EFL language school: practices, ideologies, and identities of Korean bilingual teachers. International Journal of Bilingual Education and Bilingualism, 25(3), 1088-1100. Yung, B. H. (2001). Examiner, policeman or students' companion: Teachers' perceptions of their role in an assessment reform. Educational Review, 53(3), 251-260.zh_TW