英文摘要 |
According to the global village is coming, and Taiwan implements the policy of bilingual teaching. Without a doubt, educational interna¬tionalization is the trend nowadays. Therefore, enhancing English profi¬ciency is essential. This study aimed to understand the bilingual teaching implementation through the perspective of elementary school teachers, and to collect the opinions and thoughts of the teaching belief, strate¬gies and conduct, difficulties and solutions, and students’behavior in bi¬lingual class. The qualitative research was by interviewing six bilingual teachers. After the qualitative data analysis, conclusions were as followed: 1. English is a tool for communication through bilingual class. Thus, bilingual teaching still puts emphasis on content learning not Eng¬lish learning. Besides, teachers put students in the first priority then cor¬respond to 4C frame when designing CLIL lessons. 2. Constructing a learning environment that makes students com¬fortable, adopting multiple assessments that reduce learning stress, and not only encouraging but also giving students time to grow increase learning motivation in CLIL lesson. 3. Making good use of multimodality, collaborating with content or English teachers, and switching Chinese and English through the class properly improve students’learning blind spots. 4. Students get used to facing English and decrease fear of English. Furthermore, bilingual teaching should be systematically implemented from the first grade to sixth grade which can avoid the exacerbation of the double peak phenomenon of students’learning. |