政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/153471

政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/153471

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政大機構典藏 > 社會科學學院 > 亞太研究英語博/碩士學位學程(IDAS/IMAS) > 學位論文 > Item 140.119/153471

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题名:	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
贡献者:	李淑菁 Lee, Shu-ching 彭安庭 Pope, Austin
关键词:	雙語教育鄉村學校叙事 Bilingual Education Teacher Narratives Rural Schools
日期:	2024
上传时间:	2024-09-04 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.
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