幼兒園英語融入教學的實施挑戰與困境

Challenges and Difficulties in Implementing Integrated English Teaching in Preschools

本文系統性探討了臺灣幼兒園英語融入教學的現況及其面臨的多面向挑戰。文章首先梳理了臺灣幼教英語融入政策的演變，從早期的限制立場逐漸轉變為強調自然融入的指導方針，並闡明了英語融入的定義與多元實施方式。研究指出幼兒園英語融入教學面臨諸多挑戰，包括教師缺乏英語教學經驗與信心、融入概念模糊缺乏共識、教學內容片段化、意圖與自然性難以拿捏、零散性學習問題、搭班教師協作困難等。針對這些困境，文章提出了系統性的改善策略，包括建立「融入光譜」框架、系統化融入教學設計、分級教師支持系統、平衡意圖與自然性的策略、學習區創新設計、團體活動結構化設計等。本文強調實現有效的英語融入教學需要多方協作，從教育主管機關提供明確政策指引，到幼兒園層級建立專業社群及教師不斷提升能力。其最終目標是將英語從學習對象轉變為溝通工具，讓幼兒在自然情境中接觸英語，培養語言學習的興趣與信心。

This paper systematically examines the current state of integrated English teaching in Taiwanese preschools and the multifaceted challenges it faces. The article first traces the evolution of Taiwan’s early childhood English integration policies, which have gradually shifted from an initially restrictive stance to guidelines emphasizing natural integration, and clarifies the definition and diverse implementation methods of English integration. The research identifies numerous challenges facing integrated English teaching in preschools, including teachers’lack of experience and confidence in English instruction, ambiguous integration concepts without consensus, fragmentation of teaching content, difficulties in balancing intentionality and naturalness, problems with sporadic learning, and collaboration difficulties between teaching partners. In response to these difficulties, the paper proposes systematic improvement strategies, including establishing an“integration spectrum”framework, systematizing integrated teaching design, implementing a tiered teacher support system, balancing intentionality and naturalness, innovative learning center design, and structured group activity design. This paper emphasizes that effective integrated English teaching requires multi-party collaboration, from educational authorities providing clear policy guidelines to preschools establishing professional learning communities and teachers continuously enhancing their capabilities. The ultimate goal is to transform English from an object of learning into a tool for communication, allowing young children to experience English in natural contexts and cultivate interest and confidence in language learning.