臺北市公立國小推動雙語教學模式之研究

A Study on the Implementation of Bilingual Teaching Models in Taipei City Public Elementary Schools

雙語教學是當前重要政策，各校皆積極整合資源落實辦理，已有初步成果。為了解臺北市公立國小推動雙語教育模式，本研究邀請三所教學精進學校參與訪談，以了解在不同背景下學校實施雙語教學發展之模式。研究發現：（一）雙語師資來源最初可能是英語教師，後引入領域教師。校長領導時引入符合資格者加入，擴大參與群體。（二）社群是累積教師雙語教學專業的重要途徑。（三）教師認同對雙語教學推動具關鍵影響。（四）學校鬆綁雙語教師資格，肯定教師專長，鼓勵老師參與。（五）穩定教師員額限制與提供培訓機會對教師有正向影響。（六）國際教育是強化雙語教學成效的有效策略。根據研究發現，本研究提出國際教育與雙語教學融合之論點，建議未來對於雙語教育研究，可進一步探討雙語教學與國際教育之相關議題。

Bilingual teaching is a key current policy, with schools actively inte¬grating resources for implementation and achieving preliminary results. This study explores the bilingual education models promoted by public elementary schools in Taipei City. Three schools that have made strides in improving teaching were interviewed to understand the bilingual teach¬ing models implemented in different contexts. The findings revealed that: (1) the initial source of bilingual teachers is often English teachers, later expanding to subject area teachers with principal leadership introduc-ing qualified staff; (2) teacher communities play a crucial role in accu¬mulating bilingual teaching expertise; (3) teacher recognition is pivot¬al in the successful promotion of bilingual teaching; (4) schools should relax bilingual teacher qualifications, acknowledge teachers’expertise, and encourage participation; (5) stabilizing teacher quotas and providing professional development opportunities positively impact teachers; and (6) international education is an effective strategy to enhance bilingual teaching outcomes. Based on these findings, the study advocates for inte¬grating international education with bilingual teaching and suggests fu¬ture research explore further intersections between bilingual education and international education.