研究生: |
陳廷瑋 CHEN, TING-WEI |
---|---|
論文名稱: |
國中雙語視覺藝術教師之挑戰與應變 Challenges and Responses of Bilingual Visual Arts Teachers in Junior High School |
指導教授: |
江學瀅
Chiang, Shyue-Ying |
口試委員: |
羅美蘭
Lo, Mei-Lan 陳柏霖 Chen, Po-Lin 江學瀅 Chiang, Shyue-Ying |
口試日期: | 2023/07/11 |
學位類別: |
碩士 Master |
系所名稱: |
美術學系 Department of Fine Arts |
論文出版年: | 2023 |
畢業學年度: | 111 |
語文別: | 中文 |
論文頁數: | 112 |
中文關鍵詞: | 雙語教學 、雙語視覺藝術教師 、視覺藝術教育 |
英文關鍵詞: | bilingual education, bilingual visual arts teachers, visual arts education |
研究方法: | 深度訪談法 、 半結構式訪談法 |
DOI URL: | http://doi.org/10.6345/NTNU202300754 |
論文種類: | 學術論文 |
相關次數: | 點閱:158 下載:1 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究旨在探討中學階段於視覺藝術課堂實施雙語教學時,雙語視覺藝術教師面臨的困境因素,透過訪談三位現職中學曾實施雙語教學的視覺藝術教師,採半結構式訪綱,透過訪談及資料蒐集探討雙語視覺藝術教師以雙語授課面臨的挑戰,並從中找出回應挑戰的啟示與因應之道。
本研究具體研究發現如下:
一、 雙語視覺藝術教師認為雙語教學模式多元且具前瞻性。
(一)未來教育趨勢促使視覺藝術教師執行雙語教學。
(二)雙語視覺藝術教師對雙語教學理解尚有困惑。
(三)課室英文及多模態為視覺藝術雙語課堂的特徵。
二、未整合的資訊及語言限制影響雙語視覺藝術教師實施雙語教學。
(一)雙語政策如多頭馬車使教師難以遵循。
(二)雙語教學資源不足難以持續推行課程。
(三)雙語視覺藝術教師個人語言能力限制影響教學效果與學生接受度。
三、多方支持及教學增能有助於雙語視覺藝術教師因應教學困境。
(一)雙語政策應尊重本土教師並重視教學需求。
(二)學校支持與多元系統促進雙語教學成長。
(三)教師自我增能及多元教學策略提升雙語教學效果。
The purpose of this study is to explore the challenges faced by visual arts teachers in implementing bilingual education in junior high school visual arts classes. Through interviews with three current junior high school visual arts teachers who have implemented bilingual education, using a semi-structured interview outline, the study investigates the challenges that visual arts teachers face in bilingual teaching and explores insights and coping strategies to address these challenges.
The specific findings of this study are as follows:
1. Bilingual visual arts teachers consider bilingual instructional models to be diverse and forward-thinking.
(1) Future educational trends motivate visual arts teachers to implement bilingual education.
(2) Bilingual visual arts teachers still have confusion regarding bilingual education.
(3) Classroom English and multimodality are the characteristics of bilingual visual arts classes.
2. The lack of integrated information and language constraints impact bilingual visual arts teachers in implementing bilingual education.
(1) Bilingual policy acts as a multi-headed carriage, making it difficult for teachers to comply.
(2) Insufficient bilingual teaching resources hinder the continuous implementation of the curriculum.
(3) Teachers' limited language proficiency affects teaching effectiveness and student acceptance.
3. Multiple forms of support and instructional capacity building can assist bilingual visual arts teachers in addressing challenges.
(1) Bilingual policies should respect local teachers and prioritize teaching needs.
(2) School support and diverse systems promote the growth of bilingual education.
(3) Visual arts teachers' self-enhancement and diverse teaching strategies enhance the effectiveness of bilingual education.
LTTC(2021a)。CLIL和EMI、Immersion、Content-Based Instruction有什麼不同?取自https://lttc-li.tw/clil101_003/
LTTC(2021b)。什麼是Language Triptych? 取自https://lttc-li.tw/clil101_009/
Seligman, M. E(2008)。一生受用的快樂技巧-幫助孩子建造心中穩固堅定的樂觀金字塔〔洪莉翻譯〕。遠流。〔原著出版年:2007〕
江學瀅(2021)。以藝術治療生涯探索工作坊進行視覺藝術科系高年級生的生涯阻礙因素之初探研究。藝術教育研究,41,01-40。
行政院(2018a)。2030 雙語國家政策發展藍圖。
行政院(2018b)。賴揆:以2030年為目標打造臺灣成為雙語國家。取自https://www.ey.gov.tw/Page/9277F759E41CCD91/0976eda8-fada-43d2-8277-2d86279053de
吳彥慶、黃文定(2020)。從中學雙語師資培育經驗談臺灣雙語教學面臨的問題與因應之道。臺灣教育評論月刊,9(10),42-46。
周婉玲(2020)。藝術雙語4i校園。諮商與輔導,420,01。
林子斌(2021)。建構臺灣「沃土」雙語模式:中等教育階段的現狀與未來發展。中等教育,72(1),06-17。
林子斌(2021)。臺灣本土雙語教育的推動:國中小可以怎麼做?師友雙月刊,626,58-63。
林子斌、黃家凱(2020)。反思雙語教育:從新加坡的雙語經驗看臺灣的政策與做法。臺灣教育,721,01-12。
林本炫(2007)。不同質性研究方法的資料分析比較。質性研究的眾聲喧嘩。復文圖書。
林安妮、李娟萍(2019年3月13日 )。雙語國家,我們準備好了嗎?。經濟日報。取自https://money.udn.com/SSI/digital-news/2019/bilingual-country/index.html
林金定、嚴嘉楓、陳美花(2005)。質性研究方法:訪談模式與實施步驟分析。身心障礙研究季刊,3(2),08-13。
侯雅文、林政逸(2021)。我國中小學實施 CLIL 教學模式現況、問題與解決策略。 臺灣教育評論月刊,10(6),118-124。
師資培育與藝術教育司(無日期)。教師證書加註雙語教學次專長條件。取自https://depart.moe.edu.tw/ed2600/Content_List.aspx?n=2DFA1EA62E9A0262
高淑清(2001)在美華人留學生太太的生活世界:詮釋與反思。本土心理學研究,16,225-285。
國立臺灣師範大學(2019a)。國立臺灣師範大學中等學校師資職前教育專門課程「語文領域英語文專長」。取自https://tecs.otecs.ntnu.edu.tw/upload/tep/specialized/5-2-3.htm
國立臺灣師範大學(2019b)。國立臺灣師範大學中等學校師資職前教育專門課程「藝術領域視覺藝術專長」與「藝術領域美術科」。取自https://tecs.otecs.ntnu.edu.tw/upload/tep/specialized/5-2-3.htm
國家發展委員會(2021)。2030雙語政策整體推動方案。取自https://www.ndc. gov.tw/Content_List.aspx?n=A3CE11B3737BA9EB
國家發展委員會(2022)。雙語政策與國家語言並重,給下一代更好的未來。取自https://www.ndc.gov.tw/nc_27_35685
國發會、教育部(2022)。前瞻基礎建設─人才培育促進就業建設 2030 雙語政策(110至113年)計畫(第一次修訂)。取自 https://www.edu.tw/News_Plan_Content.aspx?n=D33B55D537402BAA&sms=954974C68391B710&s=FB233D7EC45FFB37
國發會資訊管理處(2019)。雙語資料庫學習資源網。臺灣經濟論衡,17(1),75-77。
國語日報(2021年10月13日)。「2030雙語政策」的戰略目標是什麼?你不能不知道。國語日報。取自https://www.mdnkids.com/content.asp?sub=1&sn=4121
張玉芬(2020)。淺談2030雙語國家政策。臺灣教育評論月刊,9(10),19-21。
教育部(2021)。2030 雙語政策整體推動方案。教育部。
教育部國民及學前教育署(2022)。教育署補助國民中小學部分領域課程雙語教學實施計畫。取自https://cirn.moe.edu.tw/WebFile/index.aspx?sid=1192&mid=14711
陳奕安(2022年4月15日 )。北市大開雙語師資缺讓老師跳腳?衝刺雙語教育的省思。親子天下。取自https://www.parenting.com.tw/article/5089612
陳得文(2022)。尊重多元文化的雙語教學:由英語定位談起。臺灣教育評論月刊,11(1),78-80。
黃琇屏(2021)。公立中小學雙語教育實施現況與挑戰。臺灣教育評論月刊,10(12),6-11。
黃瑞琴(2021)。質性教育研究方法。心理。
鄒文莉、黃怡萍(2022)。臺灣雙語教育全球在地化課程規劃。載於鄒文莉、黃怡萍(主編),臺灣雙語教學資源書:全球在地化課程設計與教學實踐,頁1-13。書林。
臺北市政府教育局(2021)。臺北市雙語教育中長程實施計畫-建置校園雙語環境、培養跨語實踐力。取自https://reurl.cc/L72xl4
臺師大進修推廣部(2020年10月19日 )。臺師大助教師搶先取得雙語教師證 新北首創技高雙語學分班開課。師大新聞。取自https://www.ntnu.edu.tw/news/detail.php?mode=data&id=19561&type_id=74
趙宥寧(2021年5月6日 )。教甄奇觀!千人搶考一般師 雙語教甄卻沒人要來。聯合新聞網。取自https://udn.com/news/story/6885/5439150
潘淑滿(2022)。質性研究:理論與應用(增訂二版)。心理。
Armstrong, P. (2010). Bloom’s Taxonomy. Vanderbilt University Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Bakti, M., & Szabó, K. (2016). Exploring CLIL teaching materials in Hungary. Alkalmazott Nyelvtudomány, 16(2), 1-10. http://dx.doi.org/10.18460/ANY.2016.2.001
Ball, P., Kelly, K., & Clegg, J. (2015). Putting CLIL into practice. Oxford University.
Banegas, D.L., & Tavella, G. (2021). Language-Driven CLIL in primary education: An analysis of general English coursebooks in Argentina. In: Hemmi, C., Banegas, D.L. (eds) International Perspectives on CLIL (pp. 239-258). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-70095-9_12
Barimani-Varandi, S. (2012). Immersion program: State of the art. Middle-East Journal of Scientific Research, 12(7), 952-958. https://doi.org/10.5829/idosi.mejsr.2012.12.7.1820
Benkő, É. T. (2015). Teacher training for CLIL in Hungary: An emprical research. Learning Together to be a Better CLIL Teacher, 29-39.
Bentley, K. (2010). The TKT course CLIL module. Cambridge University.
Bostwick, M. (2001). English language immersion in a Japanese school. In D. Christian & F. Genesee (Eds.), Bilingual Education (pp. 125-137). TESOL.
Brüning, C. I., & Purrmann, M. (2014). CLIL pedagogy in Europe: CLIL teacher education in Germany. In J. Martínez Agudo (Eds.), English as a foreign language teacher education (pp. 313-338). Brill. https://doi.org/10.1163/9789401210485_018
Cenoz, J. (2015). Content-Based Instruction and Content and Language Integrated Learning: The same or different? Language, Culture and Curriculum, 28(1), 8–24. Doi: 10.1080/07908318.2014.1000922
Cinganotto, L. (2016). CLIL in Italy: A general overview. Latin American Journal of Content & Language Integrated Learning, 9, 374-400. https://doi.org/10.5294/laclil.2016.9.2.6
Coyle, D. (2005). CLIL: Planning tools for teachers. Available at: https://clilrb.ucoz.ru/_ld/0/29_CLILPlanningToo.pdf University of Nottingham
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL : Content and Language Integrated Learning. Cambridge University.
Cross, R. (2012). Creative in finding creativity in the curriculum: The CLIL second language classroom. Australian Educational Researcher, 39, 487-500. https://doi.org/10.1007/s13384-012-0074-8
Cummins, J. (1998). Immersion education for the millennium: What have we learned from 30 years of research on second language immersion? In M. R. Childs & R. M. Bostwick (Eds.), Learning through two languages: Research and practice. Proceedings of the Second Katoh Gakuen International Symposium on Immersion and Bilingual Education (pp. 34-47). Katoh Gakuen, Japan.
Dalton-Puffer, C. (2007). Discourse in Content and Language Integrated Learning (CLIL) classrooms. John Benjamins Publishing Company.
Dónaill, C. Ó. (2022). CLILSTORE.EU - A multilingual online CLIL platform. In Proceedings of the 4th Celtic Language Technology Workshop within LREC2022 (pp. 22-29). European Language Resources Association.
Foreign Languages Institutional Program (2018, April 20). What is CLIL? (Part 1)- David Marsh [Video]. YouTube, https://www.youtube.com/watch?v=4wXRa_iVgqw
Genesee, F. (1986). The baby and the bathwater or what immersion has to say about bilingual education: Teaching and learning in bilingual education—significant immersion instructional features. NABE Journal, 10 (3), 227–254.
Genesee, F. (1987). Learning through two languages: Studies of immersion and bilingual education. Newbury House Publishers.
Genesee, F.(1983). An invited article: Bilingual education of majority-language children: The Immersion experiments in review. Applied Psycholinguistics, 4(1), 1-46. https://doi.org/10.1017/S0142716400001739
Haggag, H. (2017). Art and the teaching of English as a foreign language TEFL: A CLIL multicultural approach. Journal of Education and Human Studies, 9(4), 304-328.
Hanesová, D. (2015). History of CLIL. Retrieved from https://www.researchgate.net/publication/338718980_History_of_CLIL_Hanesova
Hemmi, C., & Banegas, D. L. (2021). CLIL: An overview. In C. Hemmi & D. L. Banegas (Eds.), International perspectives on CLIL (pp. 1-14). International perspectives on English language teaching. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-70095-9_1
Holobow, N. E., Genesee, F., & Lambert, W. E. (1991). The effectiveness of a foreign language immersion program for children from different ethnic and social class backgrounds: Report 2. Applied Psycholinguistics, 12, 179–198.
Howard Brown, J., & Bradford, A. (2017). CBI, CLIL, EMI Differing Approaches and Goals. In K. Bailey & K. Thorpe (Eds.), Content-Based Language Learning in Multilingual Educational Environments (pp. 9-30). Springer International Publishing. https://doi.org/10.1007/978-3-319-02246-2_2
Ikeda, M., Pinner, R., Mehisto, P., & Marsh, D. (2013). Editorial: CLIL in Japan. International CLIL Research Journal, 2, 1-3. https://www.icrj.eu/21.htm
Johnson, R., & Swain, M. (Eds.).(1997). Immersion Education: International Perspectives (Cambridge Applied Linguistics). Cambridge University. https://doi.org/10.1017/CBO9781139524667.003
Korosidou, E., & Griva, E. (2014). CLIL approach in primary education: Learning about Byzantine art and culture through a foreign language. Studies in English Language Teaching, 2(2), 216-232.
Kovács, J. (2015). Living in and for CLIL. In D. Hanesová (Ed.), Learning Together to Be a Better CLIL Teacher (pp. 12-22). Pedagogická fakulta, Univerzita Mateja Bela v Banskej Bystrici.
Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39.
Lasagabaster, D., & de Zarobe, Y. R. (Eds.). (2010). CLIL in Spain: Implementation, results and teacher training. Cambridge.
Leone, A. R. (2015). Outlooks in Italy: CLIL as language education policy. Working Papers in Educational Linguistics (WPEL), 30(1), 3.
Lyster, R., & Genesee, F. (2012). Immersion Education. In C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics(pp. 1-6). Retrieved from https://doi.org/10.1002/9781405198431.wbeal0525
Madrid, D., Ortega Martín, J., & Hughes, S. (2019). CLIL and Language Education in Spain. In B. Lasagabaster & A. Doiz (Eds.), Content and Language Integrated Learning in Spain: Policy, Practice and Perspectives (pp. 23-38). Springer. Retrieved from https://doi.org/10.1007/978-3-030-27443-6_2
Maljers, A., & Wolff, D. (2007). Windows on CLIL: Content and language integrated learning in the European spotlight. European Platform for Dutch Education. Retrieved from https://www.epnuffic.nl/en/publications/find-a-publication/windows-on-clil/
Marsh, D. (1994). Bilingual Education & Content and Language Integrated Learning. International Association for Cross-cultural Communication, Language Teaching in the Member States of the European Union. University of Sorbonne.
Marsh, D. (2008). Language Awareness and CLIL. In: Hornberger, N.H. (eds) Encyclopedia of Language and Education (pp. 1986–1999). Springer. https://doi.org/10.1007/978-0-387-30424-3_152
Marsh, D. and Frigols Martín, M.J. (2012). Content and Language Integrated Learning. In The Encyclopedia of Applied Linguistics,1-10. Doi: 10.1002/9781405198431.wbeal0190
Marsh, D., & Frigols, M. J. (2003). Content and language integrated learning: A European approach to bilingual education. Language Teaching Research, 7(4), 1-24. DOI: 10.1002/9781405198431.wbeal0190
Marsh, D., Järvinen, H-M., & Haataja, K. (2007). Content and Language Integrated Learning – Perspectives from Finland. In A. Maljers, D. Marsh, & D. Wolff (Eds.), Windows on CLIL – Insights and Perspectives on Content and Language Integrated Learning/Bilingual Education in Europe (pp. 63-83).
Marsh, D., Mehisto, P., Wolff, D., Aliaga, R., Asikainen, T., Frigols Martin, M. J., Hughes, S., & Langé, G. (Eds.). (2009). CLIL practice: Perspectives from the field. CCN.
Mearns, T., & Graaff, R. (2018). Bilingual education and CLIL in the Netherlands: The paradigm and the pedagogy. Dutch Journal of Applied Linguistics, 7, 122-128. https://doi.org/10.1075/dujal.00002.int
Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and language integrated learning in bilingual and multilingual education. Macmillan.
Melikoff, O. (1972). Parents as change agents in education: The St. Lambert experiment. Appendix A. In W.E. Lambert & G.R. Tucker (Eds.), Bilingual education of children: The St. Lambert experiment (pp. 219-236). Newbury House.
NADDEO, M. (2019). ESP@ school CLIL Art. International Journal of Language Studies, 13(4), 73-86.
Nikula, T. (2016). CLIL: A European Approach to Bilingual Education. In N. V. Deusen-Scholl, & S. May (Eds.), Second and Foreign Language Education, (pp. 1-14). Springer International Publishing. Encyclopedia of Language and Education. https://doi.org/10.1007/978-3-319-02323-6_10-1
Nikula, T., Skinnari, K., & Mård-Miettinen, K. (2022). Diversity in CLIL as experienced by Finnish CLIL teachers and students: Matters of equality and equity. International Journal of Bilingual Education and Bilingualism. Advance online publication. https://doi.org/10.1080/13670050.2022.2028125
Padgett, D. K. (2009). GUEST EDITORIAL: Qualitative and Mixed Methods in Social Work Knowledge Development. Social Work, 54(2), 101–105. http://www.jstor.org/stable/23719274
Pérez-Cañado, M. L. (2012). CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism, 15(3), 315-341.
Roiha, A. (2019). Investigating former pupils’ experiences and perceptions of CLIL in Finland: A retrospective analysis. Nordic Journal of Studies in Educational Policy, 5(2), 92-103. https://doi.org/10.1080/20020317.2019.1586514
Sánchez Fumero, I. (2022). The use of Canva in CLIL lessons. Retrieved from https://riull.ull.es/xmlui/bitstream/handle/915/27756/The%20use%20of%20Canva%20in%20CLIL%20lessons.pdf?sequence=1
Serragiotto, G. (2017). The problems of implementing clil in italy. International Journal of Linguistics, 9(5), 82-96.
Sherwin, H. (2022). CLIL in Hungarian bilingual schools: Problems and solutions.. Apáczai-napok Tudományos Konferencia tanulmánykötete (pp.1-11). Apáczai Csere János Kar.
Siepmann, P., Rumlich, D., Matz, F., & Römhild, R. (2021). Attention to diversity in German CLIL classrooms: Multi-perspective research on students’ and teachers’ perceptions. International Journal of Bilingual Education and Bilingualism. Advance online publication. https://doi.org/10.1080/13670050.2021.1981821
Snow, M., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, 23(2), 201-217.
Spratt, M. (2012). Comparing CLIL and ELT. In Sretko Divljan (Eds.), Content and Language Integrated Learning (CLIL) in Teaching English to Young Learners (pp. 9-19). City.
Svalberg, A. M. (2007). Language awareness and language learning. Language Teaching, 40(4), 287-308.
Swain, M., & Johnson, R. (1997). Immersion education: A category within bilingual education. In R. Johnson & M. Swain (Eds.), Immersion Education: International Perspectives. Cambridge University. doi:10.1017/CBO9781139524667.003
Taylor, S. J., & Bogdan, R. (1984). Introduction to qualitative research methods (2nd ed.). Wiley.
The United Nations Educational, Scientific and Cultural Organization (UNESCO). (2022, Jul. 1). Why mother language-based education is essential, from https://www.unesco.org/en/articles/why-mother-language-based-education-essential#:~:text=UNESCO%20has%20been%20leading%20the,learning%20outcomes%20and%20academic%20performance
Tsantari, C. (2017). CLIL in art: Materials design and implementation. Aristotle University of Thessaloniki, School of Philosophy, Department of English Language and Literature. https://doi.org/10.26262/heal.auth.ir.289268
Turner, M. (2021). The role of CLIL in Learning About TESOL: Reflections from an Australian Master of TESOL Course. In International perspectives on CLIL (pp. 151-169). Springer.
UNESCO. (2003). Education in a multilingual world: UNESCO education position paper (Report No. ED.2003/WS/). Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000129728
Vignola, M. J., & Andrews, B. W. (2018). Rear-view Mirror: Towards a Better Understanding of the Needs of French Immersion Teachers in Regards to Professional Development in Visual Arts. Journal of the Canadian Association for Curriculum Studies, 16(2), 76-95.
Walker, C., & Tedick, D. (2000). The complexity of immersion education: Teachers address the issues. The Modern Language Journal, 84, 5-27. https://doi.org/10.1111/0026-7902.00049
Wesche, M. B. (2002). Early French Immersion: How has the original Canadian model stood the test of time? In P. Burmeister, T. Piske, & A. Rohde (Eds.), An Integrated View of Language Development: Papers in Honor of Henning Wode (pp. 357-379). Wissenschaftlicher Verlag Trier. Retrieved from www.wvttrier.de
Williams M. (1997) Social Surveys: Design to Analysis. In: T. May (Ed.) Social Research Issues, Methods and Process. Open University.
Zavalari, k. (2015). The sociolinguistic dimension of CLIL: applying SFL, the socio-cultural theory and the principles of visual literacy on designing a CLIL project to teach Astronomy to EFL students Introduction. Retrieved from https://reurl.cc/4Q1WvR