芬蘭一所國際文憑組織中學英語教師多元文化議題融入教學設計之探究

Integrating Multicultural Issues into Teaching and Learning: An English-Language Teacher’s Experience with an International Baccalaureate Middle Years Program in Finland

本文探討芬蘭一所國際文憑組織中學英語教師將多元文化議題融入教學設計的發展現況。採個案研究法，以英語教師發展「偏狹和不公正」單元教學設計為焦點，透過參與觀察、訪談及文件分析為資料蒐集的方法。研究發現有三：一、英語教師發展多元文化議題融入教學的設計理念，主要在於支持對真實世界語言和文化多樣性之學習；二、英語教師發展多元文化議題融入教學的設計框架，主要轉化自國際文憑組織的探究取向教學支持架構；三、英語教師發展多元文化議題融入教學的設計要素，主要在於透過概念驅動真實文本來架構探究學習歷程、發展具多元文化教育知識與語言成分的多層次任務、從探究多元文化重要概念基礎上來考慮學生個別差異。本研究最後提出建議，供有意發展多元文化議題融入英語探究教學者參考。

This study explored how an English-language teacher administering an International Baccalaureate Middle Years Program in Finland integrated multicultural issues into their teaching and learning design. A case study design was adopted, and the teaching unit “Intolerance and Injustice,” designed by the case teacher, was used as an illustrative example. Participatory observations, interviews, and document analysis were performed to collect data. The key findings are as follows. First, the case teacher’s philosophy of integrating multicultural issues into teaching and learning reflected their interest in real-world languages and cultural diversity, outlined in the 2016 core curriculum. Second, the case teacher integrated multicultural issues into their teaching design framework, mainly by transforming the International Baccalaureate Organization’s inquiry-based teaching support structure. Third, the main focuses of deliberation were applying various concepts to drive the use of authentic texts, thereby enabling educators to structure the process of inquiry, develop multilevel tasks that enhance multicultural education knowledge and linguistic literacy, and consider differentiated instruction strategies based on the premise of guiding students to explore key concepts in multicultural education. This study also provides suggestions for educators to integrate multicultural issues into the inquiry-based teaching and learning of the English language.