平衡閱讀教學在英語為第一語言和第二語言教室中實施之比較

A Comparison of the Implementation of Balanced Reading Instruction between the First and the Second Language Classrooms

近幾年來，美國和南澳洲的閱讀教學都趨向結合全語教學和字母拼讀法教學的平衡閱讀教學取向，國內九年一貫英語教學的目標也和平衡閱讀教學的理念一致。雖然國內外研究證實平衡閱讀教學對學生學習的正向影響，但是，鮮少研究探討其在英語為第一語言和第二語言教學現場的實施情形。因此，本研究隻研究目的在於探究平衡閱讀教學在英語為第一語言和第二語言教室中實施之異同，研究對象為美國伊利諾州一所小學中的老師及其所教導之班及學生，以及臺灣一所小學之英語教師及其所教導之班級學生。藉著整理與分析教室觀察、訪談紀錄、學生作業、學生作業、教師手札、兩位教師之教學錄影帶等資料，比較平衡閱讀教學在英語為第一語言的教室和英語為第二語言的教室中實施之異同。希望本研究能夠協助國內教師進一步了解平衡閱讀教學之教材選擇、教師佈置、課程安排與教學活動、教師角色和教師對實施平衡閱讀教學之看法等議題。

In recent years， there has been a tendency to implement balanced reading instruction in the U.S. and the South Australia. Likewise in Taiwan， the English teaching goals of the Nine-Year Integrated Curriculum also match the ideas of balanced reading instruction. Although many studied have proved its positive influences on students’ learning， yet few have focused on the comparison of its implementation between the first-language and the second-language classrooms. Therefore， the purpose of this study was to explore the similarities and differences in balanced reading instruction between the first and the second language classrooms. The participants of this study were a teacher and her students at an elementary school in Illinois， U.S.A.， and a teacher and her students at an elementary school in Taiwan. The comparisons were done by analyzing the data of classroom observations， interviews， students’ assignments， teachers’ journals， and video tapes gathered from the classrooms. It is hoped that the results of the study could help the teachers in Taiwan get a better understanding of the choices of teaching materials， classroom decorations， curriculum designs and teaching activities， teacher’s roles， and teachers’ opinions of balanced reading instruction.