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題名 教師的叙事：台灣雙語教育政策與鄉村學校之回應
ROAD-MAPPING Teacher’s Narratives: Stories of Taiwan's Bilingual Project in Rural Schools作者 彭安庭
Pope, Austin貢獻者 李淑菁
Lee, Shu-ching
彭安庭
Pope, Austin關鍵詞 雙語教育
鄉村學校
叙事
Bilingual Education
Teacher Narratives
Rural Schools日期 2024 上傳時間 4-九月-2024 15:21:03 (UTC+8) 摘要 在台灣，隨著國家力求實現「2030雙語政策」設定的目標，雙語教育已迅速從大學程度推廣到小學階段。這項質性研究採用敘事方法，講述了三位在公立小學教授雙語教育課程的教師的故事。故事中突顯了教師在課堂教學中的問題和困難，以及在參與實施新政策的更廣泛過程中所面臨的挑戰。教師們遇到的問題包括如何有效地進行課程計劃的困惑、由於新職位帶來的個人身份挑戰，以及在農村環境中的小學國際化所帶來的更大影響。本文也對政策中存在的城鄉二元對立提出質疑，這項雙語教育政策的核心面向並未在教師的敘述中反映出來，且將非常不同的學校環境簡化為兩個類別。本文採用ROAD-MAPPING架構分析了三位教師的故事，提供了台灣農村地區雙語教育實施的現實、挑戰和潛力的重要見解。教師們的敘述揭示了在台灣實施「2030雙語政策」的複雜性和挑戰，本文最後討論了這些故事對雙語政策和實施的影響。
In Taiwan, bilingual education has been spreading rapidly at the university level all the way down to the elementary level as the country seeks to fulfill the goals set out in the Bilingual 2030 policy. This qualitative study takes a narrative approach to the implementation process, telling the stories of three teachers who are involved with teaching bilingual education programs in their public elementary schools. The stories highlighted issues and difficulties in the classroom while teaching and outside of the classroom while taking part in the broader undertaking of implementing a new policy. Teachers' problems ranged from confusion about how to lesson plan effectively to personal identity challenges from their new position to dealing with the larger consequences of internationalization of elementary schools in rural settings. This paper also challenges the rural-urban dichotomy that the policy has been framed in, a core aspect of the bilingual education policy that was not reflected in the teacher’s narratives and simplifies the experiences of very different school settings into just two categories. The ROAD-MAPPING framework was used to analyze the three teachers' stories and provided valuable insights into the realities, challenges, and potentials of bilingual education implementation in rural Taiwan.. The teachers' narratives shed light on the complexities and challenges of implementing the Bilingual 2030 policy in Taiwan, and the paper ends with a discussion of the implications the stories have on bilingual policy and implementation.參考文獻 Baker, C. and Wright, W. (2021). Foundations of bilingual education and bilingualism. (7th ed.) Multilingual matters. Bellwood, P. (1991). The Austronesian dispersal and the origin of languages. Scientific American, 265(1), 88-93. Biddle, C., & Azano, A. P. (2016). 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(2017). “Overview of EMI Development.” English as a Medium of Instruction in Higher Education. English Language Education, vol 8. Springer, Singapore. https://doi.org/10.1007/978-981-10-4645-2_1 Valdiviezo, Laura. (2009). Bilingual intercultural education in indigenous schools: an ethnography of teacher interpretations of government policy, International Journal of Bilingual Education and Bilingualism, 12:1, 61-79, DOI: 10.1080/13670050802149515 Wang, Yunling (2023, October) 代理教師、代課老師、兼任教師、教支人員⋯⋯你是哪一種？公校裡的「老師」. Flipped Education. https://flipedu.parenting.com.tw/article/008545 描述 碩士
國立政治大學
亞太研究英語碩士學位學程(IMAS)
111926027資料來源 http://thesis.lib.nccu.edu.tw/record/#G0111926027 資料類型 thesis dc.contributor.advisor 李淑菁 zh_TW dc.contributor.advisor Lee, Shu-ching en_US dc.contributor.author (作者) 彭安庭 zh_TW dc.contributor.author (作者) Pope, Austin en_US dc.creator (作者) 彭安庭 zh_TW dc.creator (作者) Pope, Austin en_US dc.date (日期) 2024 en_US dc.date.accessioned 4-九月-2024 15:21:03 (UTC+8) - dc.date.available 4-九月-2024 15:21:03 (UTC+8) - dc.date.issued (上傳時間) 4-九月-2024 15:21:03 (UTC+8) - dc.identifier (其他 識別碼) G0111926027 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153471 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 亞太研究英語碩士學位學程(IMAS) zh_TW dc.description (描述) 111926027 zh_TW dc.description.abstract (摘要) 在台灣，隨著國家力求實現「2030雙語政策」設定的目標，雙語教育已迅速從大學程度推廣到小學階段。這項質性研究採用敘事方法，講述了三位在公立小學教授雙語教育課程的教師的故事。故事中突顯了教師在課堂教學中的問題和困難，以及在參與實施新政策的更廣泛過程中所面臨的挑戰。教師們遇到的問題包括如何有效地進行課程計劃的困惑、由於新職位帶來的個人身份挑戰，以及在農村環境中的小學國際化所帶來的更大影響。本文也對政策中存在的城鄉二元對立提出質疑，這項雙語教育政策的核心面向並未在教師的敘述中反映出來，且將非常不同的學校環境簡化為兩個類別。本文採用ROAD-MAPPING架構分析了三位教師的故事，提供了台灣農村地區雙語教育實施的現實、挑戰和潛力的重要見解。教師們的敘述揭示了在台灣實施「2030雙語政策」的複雜性和挑戰，本文最後討論了這些故事對雙語政策和實施的影響。 zh_TW dc.description.abstract (摘要) In Taiwan, bilingual education has been spreading rapidly at the university level all the way down to the elementary level as the country seeks to fulfill the goals set out in the Bilingual 2030 policy. This qualitative study takes a narrative approach to the implementation process, telling the stories of three teachers who are involved with teaching bilingual education programs in their public elementary schools. The stories highlighted issues and difficulties in the classroom while teaching and outside of the classroom while taking part in the broader undertaking of implementing a new policy. Teachers' problems ranged from confusion about how to lesson plan effectively to personal identity challenges from their new position to dealing with the larger consequences of internationalization of elementary schools in rural settings. This paper also challenges the rural-urban dichotomy that the policy has been framed in, a core aspect of the bilingual education policy that was not reflected in the teacher’s narratives and simplifies the experiences of very different school settings into just two categories. The ROAD-MAPPING framework was used to analyze the three teachers' stories and provided valuable insights into the realities, challenges, and potentials of bilingual education implementation in rural Taiwan.. The teachers' narratives shed light on the complexities and challenges of implementing the Bilingual 2030 policy in Taiwan, and the paper ends with a discussion of the implications the stories have on bilingual policy and implementation. en_US dc.description.tableofcontents 1 Introduction 7 1.1 What is Bilingual Education? 8 1.2 How is Bilingual Education Policy Implemented? 10 1.3 A Short History of Language Education in Taiwan 12 1.4 Research Question 16 2 Literature Review 18 2.1 The State of Bilingual Education in Taiwan 18 2.2 Addressing the Rural-urban Gap 20 2.3 Difficulties in Bilingual Policy 22 3 Research Design and Methods 25 3.1 Research Site: Bilingual Schools in a Taiwanese Rural County 31 3.2 Data Collection 32 3.3 Data Analysis 33 3.4 Researcher Reflexivity 34 3.5 Limitations 35 4 Stories of Bilingual 2030 37 4.1 The Story of Teacher Bess 37 4.2 The Story of Teacher Ariel 43 4.2 The Story of Teacher Lucy 50 5 ROAD-MAPPING Teacher Narratives 56 5.1 Roles of English (RO) 56 5.2 Academic Disciplines (AD) 58 5.3 Language Management (M) 60 5.4 Agents (A) 62 5.5 Practices and Processes (PP) 65 5.5.1 Limits to Collaboration 65 5.6 Internationalization and Glocalisation (ING) 66 5.6.1 Glocalization 67 5.6.2 Internationalization 68 6 Conclusions 71 6.1 Narrating the Teacher Experience. 71 6.1.1 Rural Schools 71 6.2 Narrative Implications 74 References 78 zh_TW dc.format.extent 627690 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0111926027 en_US dc.subject (關鍵詞) 雙語教育 zh_TW dc.subject (關鍵詞) 鄉村學校 zh_TW dc.subject (關鍵詞) 叙事 zh_TW dc.subject (關鍵詞) Bilingual Education en_US dc.subject (關鍵詞) Teacher Narratives en_US dc.subject (關鍵詞) Rural Schools en_US dc.title (題名) 教師的叙事：台灣雙語教育政策與鄉村學校之回應 zh_TW dc.title (題名) ROAD-MAPPING Teacher’s Narratives: Stories of Taiwan's Bilingual Project in Rural Schools en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Baker, C. and Wright, W. 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