Teachers' Implementation of Bilingual Education in Taiwan: Challenges and Arrangements

Autor/inn/en	Graham, Keith M.; Yeh, Yi-Fen
Titel	Teachers' Implementation of Bilingual Education in Taiwan: Challenges and Arrangements
Quelle	In: Asia Pacific Education Review, 24 (2023) 3, S.461-472 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graham, Keith M.) ORCID (Yeh, Yi-Fen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-022-09791-4
Schlagwörter	Elementary School Teachers; Junior High School Teachers; Program Implementation; Bilingual Education; Foreign Countries; Second Language Instruction; English (Second Language); Public Schools; Educational Policy; Taiwan + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bilingual teaching; Bilingualer Unterricht; Ausland; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Public school; Öffentliche Schule; Politics of education; Bildungspolitik
Abstract	This qualitative study reports on the early implementation of bilingual education by teachers working in pre-tertiary contexts in Taiwan, with a specific focus on perceived challenges and the resulting bilingual education arrangements. Taiwan's public schools have begun to implement bilingual education in response to the Bilingual 2030 policy. Several scholars have identified potential challenges that may affect implementation. However, little is known about the challenges perceived by teachers and their effect on the implementation of bilingual education. This study addresses this gap using data collected through semi-structured interviews with 12 teachers from various academic disciplines in five primary schools and five junior high schools in northern Taiwan. Three challenges and six bilingual education arrangements were reported by the participating teachers. The paper discusses how these challenges may produce varying arrangements that are designed to achieve different outcomes, highlighting the need for policymakers to clearly define the intended outcomes of the bilingual education policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01