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| Title: | 跨語言實踐的信念及其應用：一位臺灣高中學科教師之個案研究
Beliefs and Practices of Pedagogical Translanguaging in Taiwan: A Qualitative Case Study of One Senior High School Content Teacher |
| Authors: | 劉思妤
Liu, Ssu-Yu |
| Contributors: | 黃怡萍
Huang, Yi-Ping
劉思妤
Liu, Ssu-Yu |
| Keywords: | 跨語言實踐
學科教師教學信念
雙語教學
Pedagogical Translanguaging
Content teacher’s beliefs
Bilingual education |
| Date: | 2024 |
| Issue Date: | 2024-02-01 11:44:36 (UTC+8) |
| Abstract: | 臺灣在雙語政策 2030 的推動下，許多高中及以下學校開始實施雙語教育。研究 指出，透過教師運用學生的母語、非語言訊息(肢體語言、手勢)及視覺輔助(投影 片動畫、圖片等)，能有效幫助學生習得學科知識並培養語言能力(Cenoz, 2017; García and Li, 2014)。本研究旨在探討一位臺灣高中學科教師對跨語言實踐的信念(及轉變)以及其在課堂中的應用。研究方法採用質性個案研究，進行了一學期的研究資料收集，包括六次的半結構式訪談、七個單元的觀課紀錄及相關教學文件。研究結果顯示，學科教師認為學生母語及多模態對雙語教學具有三個重要功 能:(1)學科知識教學、(2)學科專有名詞教學及(3)師生關係建立。此信念在研究 期間未發生改變。教師經常使用學生母語、非語言訊息及投影片動畫，以促進學生對 較複雜且抽象的學科知識的理解;同時使用學生母語來解釋學科專有名詞的定義、字 根字首或同源字。在進行問答或互動聊天時，教師及學生也傾向使用母語。研究還發現，這種信念受到三種層面的影響:(1)教學現場的規範(授課時間、考試用語)、(2)學生的程度(學科背景知識、英語程度)及(3)教師的個人信 念(語言意識、雙語教學信念)。跨語言實踐在課堂中的運用受限於教師對跨語言實踐 教學的理解，故本研究建應建立有系統的雙語教師培訓，使高中雙語教師可以學習如 何有效地運用跨語言實踐來實現雙語教學在學科及語言上的目標。
Under the impetus of the Bilingual 2030 policy, many K-12 schools have implemented bilingual education. Research indicates that through teachers’ use of students’ L1, non-verbal cues (body languages and gestures), and visual aids (slide animations, images, etc.), effective assistance can be provided for students to acquire subject knowledge and develop language proficiency (Cenoz, 2017; García and Li, 2014). This study aims to explore the beliefs (and changes) regarding pedagogical translanguaging held by a high school content teacher, as well as his practices in the classroom. The research adopted a qualitative case study methodology, conducting a semester-long data collection, including six semi-structured interviews, observation records of seven complete-units, and teaching documents. The findings revealed that the content teacher perceived students’ L1 and multimodality as having three crucial functions in bilingual instruction: (1) teaching subject knowledge, (2) instructing subject-specific terminology, and (3) building teacher-student relationships. These beliefs remained consistent throughout the study period. Teachers frequently used students’ L1, non-verbal cues, and slide animations to facilitate students’ understanding of complex and abstract content. Additionally, students’ L1 was employed to explain the definitions, roots, and derivations of discipline-specific terms. During question- and-answer sessions or rapport-talking conversation, both the content teacher and students tended to use L1. The study also identified three influencing factors on these beliefs: (1) contextual
aspects of the teaching environment (class time and exam language), (2) students’ levels of proficiency (subject prior knowledge and English proficiency), and (3) the content teacher’s beliefs (language ideology and bilingual teaching beliefs). In conclusion, the applications of pedagogical translanguaging in the classroom could be limited by teachers’ understanding of pedagogical translanguaging teaching. Consequently, this study suggests establishing a systematic bilingual teacher training program to enable high school bilingual teachers to learn how to utilize PT to achieve bilingual teaching goals in both subject matter and language. |
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| Description: | 碩士
國立政治大學
英國語文學系
110551022 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0110551022 |
| Data Type: | thesis |
| Appears in Collections: | [英國語文學系] 學位論文
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