屏東縣外籍英語教師之引用政策定位與分析

A Study on the Identity of Foreign English Teachers’ Policy

屏東縣在 2004 年經由教育部的「英語教育方案」，申請規劃引進外籍教師至縣內學校教授英語，但直到2008 年才開始有外籍英語教師至屏東縣協助教學，其中以在南榮國中的「南榮英語村」的外籍教師數量最多，協助對縣內各小學進行英語教學活動。本研究目的為探討屏東縣在「教育部外籍教師計畫」與「南榮英語村」中，引進外籍英語教師政策定位，與未來發展展望進行分析探討。本研究以文獻分析與訪談方式進行。訪談的對象包含屏東縣國、中小學參與此方案之相關人員和英語村的外籍教師。從這兩個方案經驗中，瞭解到尋求良好的外籍教師，是需有整體計畫。而「英語村」可以招募到具熱誠且品德良好的外籍英語教師，又不會影響國內英語教師的就業機會，是一個可行的教育方案。本研究成果期望由了解實施現況，以及所遭遇的問題，並據此找出具體方向，讓家長、教育工作者及政策制定者對於此政策投注更多的關懷，為文化不利或偏遠地區的英語學習做努力。

The purpose of this research is to analyze the effect and identity of foreign English teachers’ policies and investigate the future prospect of the policies in Pingtung County from two cases: XinShen Elementary School and NanJung English Village; both located in a culturally disadvantaged region of Pingtung County. XinShen Elementary School tried to retain foreign teachers supported by Ministry of Education’s “Foreign Teacher Project” in 2004, but no one accepted the position. But in 2008 a number of English Schweitzers in “English Village”, constructed in NanJung Junior High School, started to teach students in a different elementary school. In this study, the researcher aims to discover the condition and the features of foreign English teachers’ policy from a critical pedagogy approach and a social justice approach. This study would also analyze the different features of a different period of foreign teachers’ policies. Subjects for this research include two schools’ personnel who are handling these projects, including principals, Chinese administration of the English village, and foreign English teachers. Multiple methods such as interviews, literature review, and document analyses were used to collect data, which were then analyzed qualitatively. The study shows that the project of ‘English Village’ in Pingtung would positively provide children with opportunity to get in touch with foreign teachers and speak English and stimulate their English learning motivation as well.