臺南市國小雙語教學成果,今年7月將於英國倫敦國際研討會與全世界分享Results of Tainan's Bilingual Education to Be Shared at the Conference of English as a Lingua Franca

2018-04-02

臺南市106學年度首批辦理雙語教學計畫的八所國小(2所實驗小學、6所雙語教學試辦國小,簡稱2+6校),幾乎全數通過教育部國民及學前教育署推動「補助國民中小學沈浸式英語教學特色學校試辦計畫」,全國共60所國中小獲准試辦,其中臺南市就有9校。因臺南市去年9月首度試辦CLIL(Content and Language Integrated Learning,即以英語融入其他科目教學)雙語教學,臺南市政府第二官方語言專案辦公室特別與國立成功大學外語中心及外文系研究團隊合作,進行為期一年的「臺南市試辦雙語教學計畫成效研究專案」,並已於今年3月完成期中報告。

由於2+6校雙語教學成效顯著,成大研究團隊計畫將研究成果投稿至第11屆「英語為全球通用語」國際研討會(The 11th Conference of English as a Lingua Franca;簡稱ELF11)。研討會預定於2018年7月在英國倫敦的國王學院舉行,成大研究團隊三位計畫主持人高實玫教授、鄒文莉教授、陳慧琴助理教授,將聯合以臺南市實施的國小CLIL雙語課程試辦計畫為主題,參加該會議的論壇(colloquium),希望藉此盛會將臺南市的教學經驗介紹給全世界的專家學者,臺南市公立國小的雙語教學成效,也將首度站上國際舞台。

2+6校包括安平區西門實小、新營區南梓實小、東區崇明國小、東區勝利國小、永康區西勢國小、安南區和順國小、下營區東興國小及下營國小,超過3000名學生實際參與雙語課程。過去半年多來,2+6校辦理雙語教學相當辛苦,本地教師與外籍教師合作,用英語教美勞/藝文、生活、綜合、自然、音樂、體育、資訊等課程。許多外縣市的國小師長,也組團到2+6校參訪及觀摩CLIL雙語教學。

成大研究團隊全體成員每月到2+6校觀課將近3次,並提供教學診斷及建議,計畫主持人成大外語中心主任高實玫教授表示,「成大研究團隊認為,第一學期的實施整體而言成效十分顯著,學生由懼怕/不安到喜歡用英文學習,並能主動用英文表達和溝通。教師也由培訓及互相觀摩中漸漸找到適合各校的CLIL教學模式,建議持續提供教師CLIL職能發展的工作坊,以協助各校發展出搭配十二年國教新課綱的特色課程。」

    成大研究團隊針對2+6學校做觀點問卷調查,發現:大部分學生同意英文很重要,也不排斥上英文課,對於用英文上其他學科的態度是中間偏正面,而且覺得以英文上學科課程兼具獲得知識及幫助學習英文的功能。除此之外,成大研究團隊也就家長觀點做調查,發現:百分之八十以上的家長都知道學校部分科目會以英語授課,且幾乎所有家長都認為透過英語學習是重要的。絕大多數家長都支持CLIL雙語課程,並認為可協助學生拓展學科知識及外語學習。基本上家長非常支持學校的新課程安排,有些家長直接表達這是對無法負擔課外英語學習費用家庭的教育協助。

    計畫主持人鄒文莉教授表示,2+6校雙語教學進展顯著,從去年九月到現在「做了幾個月,不輸歐洲國家,日韓也有做CLIL雙語教學,但進展沒有臺南這麼快。」她強調,在CLIL雙語教學上,臺南市目前「走在最前面,雙語教學讓全國國小英語教育有翻轉的契機,並讓國小學生與國際緊密接軌。」

鄒教授建議,為持續深化與廣化臺南市國小的雙語教學,相關配套措施的到位很重要,她認為未來應「提供進階CLIL師資培訓,及包裹式CLIL教案、教材及教學活動實作規劃」,以及「提供語言教師及一般學科教師課程共備、共授之教師社群諮詢及輔導」。她表示應推廣CLIL至更多其他學科教學,為未來高等教育國際化及職場全球化人才做準備。

2+6學校之一的西門實小呂翠鈴校長表示,臺南市公立國小辦理CLIL雙語教學「不再是菁英模式,雙語教學落實在每個小朋友身上,機會均等。身為校長感受深刻,英語真正成為小朋友在課堂上和校園中的溝通工具。」

二官辦主任李賢衞副秘書長指出,雙語教學是臺南市推動英語為第二官方語政策的基石,如目前接受雙語教學的小學生,能在未來十年持續接受雙語教學,培養優秀的英語能力,他們就是未來翻轉臺南市英語力版圖的生力軍。李副秘書長強調,「未來市府努力的方向,是為臺南市國中小雙語教學持續提供優質資源及環境,讓本市雙語教學永續穩健地成長。」

臺南市西門實小CLIL雙語教學影片:https://drive.google.com/file/d/1fOeQXd6cw0YVA9FqqcbeXANM0gbDclpn/view?usp=sharing

臺南市西門實小本地教師與外籍教師教學共備影片:https://drive.google.com/file/d/1P3SO8vW441HyKUZuoXVXyVGHqCnh2Mkw/view?usp=sharing

 

The 8 elementary schools in Tainan (including 2 experimental primary schools and 6 bilingually-taught elementary schools that are referred to as the “2+6 schools”) that were the first to install bilingual education projects have officially entered an English immersion program that targets primary and secondary school students. The program is promoted by the Ministry of Education and the K-12 Education Administration; out of the 60 schools that are certified to execute the English immersion program, 9 are located in Tainan. Tainan City has been the pioneer in bilingual education, having implemented the Content and Language Integrated Learning Project (CLIL) that aims to incorporate English into other academic subjects last September. The Office of English as the Second Official Language of Tainan City Government (OEASOL) also cooperated with the Foreign Language Center of National Cheng Kung University (NCKU) and its research team on a separate project that evaluates the effects of a bilingual curriculum; their recent mid-term report was published in March.

Seeing promising results from the bilingual education currently going on in the 2+6 schools, the research team in NCKU has submitted its report to the 11th Conference of English as a Lingua Franca (ELF11). The conference is scheduled in July in King’s College London in London, United Kingdom. The chief coordinators from NCKU, Dr. Kao Shin-mei, Dr. Tsou Wen-li, and Dr. Fay Chen will be participating in the colloquium and initiating a discussion on the CLIL project in hopes of introducing the findings of bilingual education in Tainan City to scholars worldwide and garnering more attention from the global audience.

There are currently more than 3,000 participants in the bilingual lessons implemented in the 2+6 schools. Over the past 6 months, local teachers have worked with foreign instructors in teaching arts, humanities, science, music, PE, and information and technology in English. CLIL has attracted numerous teachers and principals from elementary schools outside of the city who paid visits in groups out of curiosity about CLIL.

Members of the research team from NCKU inspects the 2+6 schools approximately 3 times a month, providing constructive feedbacks and analyses. One of the coordinators of the plan, Dr. Kao Shin-mei, stated that “our team holds a positive attitude towards the results of the first semester (of the plan). We have seen significant transformation on students, who in the beginning were frightened of or dismayed by learning in English are now able to communicate in English voluntarily. Teachers have also been able to teach with the CLIL model in accordance to the needs of different schools. We suggest that more workshops be held to train teachers to further cultivate CLIL for the purpose of designing specialized classes that would work well with the existing system.”

The research team of NCKU also conducted a survey on the 2+6 schools and observed that there was an overwhelming consensus on the importance of English as a language and subject among students, who feel that teaching academic subjects in English is profoundly helpful in acquiring knowledge and using English in a more practical sense. Furthermore, the NCKU research team also investigated parents’ opinions on the issue; the results show that more than 80 percent of them are aware of the bilingual curriculum and supportive of it. Most parents indicate that bilingual education in elementary school is especially welcomed in families that otherwise could not afford sending their children to cram schools.

Dr. Tsou Wen-li is optimistic about the future of the 2+6 schools. She said, “the progress of bilingual education in Tainan is ahead of those in European countries, Japan, and Korea, where CLIL is also a trend.” She also pointed out that bilingual curriculum serves as a bridge between local students and the international community. Dr. Tsou stressed that in order to expand bilingual education on a greater scale, a series of mechanisms that offer advanced training for teachers and a more comprehensive set of materials and activities is needed. She also expressed that CLIL could potentially serve as a beacon for a more globalized education and an incubator for elites in the international market.

One of the principals of the 2+6 school, Alison Lu, argued that the CLIL curriculum should be more than “education for the talented,” adding that bilingual education should be “an equal opportunity given to all students.”

Director of OEASOL, Lee Hsien-wei, indicated that bilingual education is the basis of Tainan’s policy in promoting English as the second official language. He emphasized that elementary school students who have been exposed to bilingual lessons could twist the stereotypical impression of Tainan as a city that traditionally shies away from English in the next ten years. Mr. Lee asserted, “the city government will strive to create a better environment for bilingual education in primary and secondary schools. We hope for a consistent progress in bilingual education.”