南市試辦CLIL雙語教學,量化結果出爐 小學英檢(GEPT Kids)口試證實:各試辦學校學童英語聽說能力在9個月內皆進步,接近1/4的學生英語口語能力已達「全民英檢」初級程度Test results of GEPT Kids indicate success of the Content and Language Integrated Learning Project

2018-07-26

 臺南市政府推動英語為第二官方語言政策,創全國之先,於8所國小試辦CLIL雙語教學計畫,為瞭解試辦成效,市府第二官方語言專案辦公室(二官辦)除了與成大合作,進行為期一年的研究專案,由成大團隊進入教學現場觀課,以「質化研究」的方式,瞭解教師教學、學生學習狀況;同時,為取得「量化數據」,二官辦與財團法人語言訓練測驗中心(The Language Training & Testing Center, LTTC)合作,在各試辦學校進行「小學英檢」(GEPT Kids)口試,於試辦計畫開始時(106年9月)進行「前測」,並於今(107)年5月進行「後測」,成績比較分析結果出爐!LTTC報告顯示,「各校學生皆有進步」。顯見臺南市推動國小雙語教學,以英語教授其他科目,已顯著提升學童英語聽說能力!

    二官辦表示,一開始推出「CLIL雙語教學試辦計畫」時,戰戰兢兢,不確定這項在歐洲國家國中小學教育體系中相當普遍的教學法,能不能順利轉移至臺南?試辦一年後,兩大專業團隊-成大、LTTC皆顯示正向研究結果,讓市府團隊及試辦學校相當振奮!

       參與本計劃的學校代表西門實驗小學呂翠鈴校長表示,實施CLIL雙語教學,最期待的不是學生,反而是家長,因為學校能藉此營造優良的英語學習環境,讓孩子樂於學習。習慣全英語的課堂互動模式之後,即使各種課程英語授課比例增加,學生依然樂此不疲,學習動機大幅提昇;而參加測驗時,每個孩子摩拳擦掌、躍躍欲試的模樣,更是打破過去大家對考試的刻板印象,顯見CLIL雙語教學的確在臺南有了良好的開始,建立穩健基礎。

    財團法人語言訓練測驗中心LTTC與二官辦合作,於8校辦理「小學英語」(GEPT Kids)口說能力測驗,施測對象為臺南市試辦雙語教學計畫之學生,每校各50位學生受測。學生年級分佈以中、低年級(一~四年級)為主,佔全體受測學生近9成。前測於106年9月18日至25日進行,後測於107年5月7日至11日進行。口說測驗以一對一面試方式進行,測驗全程錄音,考後再由一位小學英檢評分老師複評,評分者一致性高。「小學英檢」(GEPT Kids)由「全民英檢」主辦單位LTTC專為臺灣小學生量身打造,是國內唯一融入臺灣學童生活經驗、學習內容,並參照教育部課綱及國際通用的「CEFR歐洲語言共同參考架構」研發的標準化學童英語能力評量工具。

    根據LTTC成績比較分析報告顯示,「各校學生皆有進步」,「以能力指標來看,低年級與中年級各項口說能力指標均進步了約5~8%,中年級學生各項能力指標達成率已超過80%,表現十分良好」。全體學生在『能以正確的發音和語調朗讀短句』的達成率84%最高,顯示:「多數學生的發音語調自然、正確,即使有錯誤,也不太影響聽者理解」。至於其餘能力指標,包括『以英文進行簡單問候、描述圖片、看圖說故事以及談論切身相關的問題』,低年級的達成率均約為66%,中年級及高年級的達成率則均達80%以上,表現頗佳。」

    LTTC進一步說明,GEPT Kids口說測驗滿分為5個太陽,學生獲得的太陽數達3個以上表示英語能力以達CEFR A1程度,達4至5個太陽者,表示英語能力接近CEFR A2,相當於「全民英檢」初級程度。LTTC報告顯示,口說能力測驗之前測與後測相距約9個月,8校學生皆有進步,平均數從2.1個太陽進步至2.7個太陽。後測成績中,40%學生獲得3個太陽以上,相當於CEFR A1程度以上;24%學生達4至5個太陽,相當於CEFR A2程度,「全民英檢」初級程度。簡言之,經過9個月的時間,受測學生除了有顯著的進步之外,接近1/4的學生英語口語能力已達「全民英檢」初級程度!!

二官辦表示,口說測驗前測與後測結果令人振奮。為瞭解雙語教學成效,二官辦除與LTTC合作進行口說能力前後測之外,也與國立成功大學外語中心合作,進行為期一年的「臺南市試辦雙語教學計畫成效研究專案」,成大研究團隊已於今(107)年3月提出期中報告,認為雙語教學實施第一學期「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。」

    二官辦指出,不論是LTTC口說測驗前後測的量化數據,或是成大團隊的質化研究,皆顯示臺南市國小雙語教學已顯著提升學童的英語聽說能力。在孩子學習英語的黃金時期,以英語教授其他科目確實可有效提升學童的英語聽說能力,目前市府也努力擴展國小階段的雙語教學,鼓勵更多學校投入雙語教學。

Tainan City Government is the first municipal government in Taiwan to install the Content and Language Integrated Learning Project (CLIL) in 8 elementary schools as part of its policy to adopt English as the second official language. The Tainan City Office of English as the Second Official Language (OEASOL) cooperated with National Cheng Kung University (NCKU) on a one-year research project where the research team from NCKU are usually present at the CLIL classes to conduct qualitative research that evaluates how teachers teach and how students learn. To collect quantitative data, OEASOL also collaborated with the Language Training & Testing Center (LTTC) to arrange oral tests based on the General English Proficiency Test (GEPT) Kids in the 8 elementary schools. The test dates are divided into two sessions, one in September, 2017 when CLIL was just introduced, and the later one in May this year. The result and analysis were recently released: the report by LTTC  indicated that “students from all schools have demonstrated significant improvement.” The bilingual curriculum in Tainan, which has attempted to teach most academic subjects in English, evidently strengthened children’s ability to listen and speak in English.

 

OEASOL stated that when CLIL was first launched, there was much uncertainty on whether a teaching method that is relatively more common in primary education in European countries would be plausible in Tainan. As CLIL celebrates its first anniversary, experts from both NCKU and LTTC reveal positive results from their research, which serves as a huge encouragement to OEASOL and the 8 schools.

 

The GEPT Kids Oral Test was intended for students who have been taught in the CLIL curriculum. Out of the 50 students sampled from each school, first to fourth graders were the majority, occupying almost 90% of the tested students. The first session was carried out between September 18th and 25th in 2017 and the second one between May 7th and 11th this year. The test was performed in the form of one-on-one interviews which were thoroughly recorded and graded by an examiner of GEPT. GEPT Kids is designed by LTTC specifically for elementary school students in Taiwan and the only standardized exam that tests children’s English proficiency whilst incorporating students’ life experiences and the universal Common European Framework of Reference for Languages into the testing content.

 

According to the score report by LTTC, “the oral proficiency in English of first to fourth graders improved by a scale of 5 to 8%, while more than 80% of the third and fourth graders have hit a high rank on the English Language Proficiency Indicator.” The rate of students who could read short sentences with the appropriate pronunciation is a high 84%, which LTTC describes: ‘“most students’ pronunciation is natural and correct; listeners could comprehend the spoken message even if there is a mistake.” In terms of the ability to greet others, describe a picture, tell a story with an image, and discuss a personal issue in English, more than 66% of first and second graders are able to achieve it, while the data of fourth to six graders strikes an 80%. Overall, students’ performances are impressive.

 

LTTC also elaborated on the grading systems of the GEPT Kids Oral Test, explaining that 5 suns are equivalent to a full score and a score of more than 3 suns satisfies A1 on the CEFR scale whereas those who attain more than 4 suns are close to achieving A2 which is almost at the elementary level of GEPT. LTTC expressed that all students have improved between the first and second sessions, increasing the average number of suns from 2.1 to 2.7. In the latest session, more than 40% of the students received a score of more than 3 suns and 24% of them 4 to 5 suns. In short, not only have the test-takers greatly improved in 9 months, but also almost a quarter of them have almost attained a proficiency level equivalent to elementary GEPT!

 

The results of the oral tests delighted OEASOL. In order to get a better sense of the effects of bilingual education, OEASOL established a separate research project with the research team from NCKU, who have submitted a midterm report this March in which they remarked: “overall, the outcome of the program is exciting. We could see a 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.”

 

OEASOL points out that, whether it be the quantitative data obtained from the oral test or the qualitative research by NCKU, there is solid evidence that the bilingual curriculum in Tainan has significantly bolstered the English proficiency level among primary school students. It is confirmed that teaching academic subjects in English enhances children’s ability to listen and speak in English. The city government is currently working towards the goal of expanding the curriculum to more elementary schools, hence encouraging more schools to devote themselves to bilingual education.