提升國小學生雙語素養：突破雙語教科書之困境與建議

Enhancing Elementary School Students’Bilingual Literacy: Overcoming Challenges and Recommendations for Bilingual Textbooks

本文探討台灣國小學生學習雙語，在推動雙語教科書之過程需求，若能提供雙語教科書對縮減城鄉教育落差是有助益的建議。從國外的經驗來看，如芬蘭、新加坡、西班牙等國，雙語教科書實踐經驗，他山之石可供借鏡參考。研究發現，台灣現行「教師自編教材」模式導致教師趨向過勞與行政負荷，且因缺乏法源依據使出版社研發意願低落。本文主張，建請逐步將「教科書雙語化」，可採領域或年級漸進式推行，作為教學奠基與資源均衡的配置，並提出相關修法、政府補助開發與漸進式層次化編寫之具體實踐，以建構有系統的雙語教育生態，以利突破雙語之困境，提升國小學生雙語素養。

This study explores the current status of bilingual education in Taiwan's elementary schools, the practical demand for bilingual textbooks, and the potential of such textbooks to mitigate the educational gap between urban and rural areas. Drawing upon the international implementation experiences of bilingual textbooks in countries such as Finland, Singapore, and Spain, this paper provides valuable reference frameworks for domestic policy. The findings indicate that Taiwan's current reliance on teacher-developed materials has led to structural burnout, characterized by pedagogical exhaustion and heavy administrative burdens. Moreover, the lack of a clear legal framework has significantly diminished publishers' incentives to invest in research and development. To address these challenges, this paper advocates for a gradual transition toward the ''bilingualization of textbooks'' through a progressive approach stratified by subject fields or grade levels, thereby serving as a foundational instructional scaffold and a tool for equitable resource allocation. Conclusively, concrete recommendations are proposed regarding regulatory amendments, government-subsidized development, and a progressive, layered textbook-writing methodology. These measures aim to break through the current bilingual bottleneck, construct a systematic bilingual educational ecosystem, and ultimately enhance the bilingual literacy of elementary school students.