出版日期：2021-06-01 00:00:00

作品名稱（其他語言）：學習成為高等教育體系中的CLIL教師：以亞洲教師為個案研究

著者：李佳盈

著錄名稱、卷期、頁數：教育實踐與研究=Journal of Educational Practice and Research 34(1)，頁91-120

摘要：This study explores the developmental course of training to become a content and language integrated learning (CLIL) practitioner in higher education. Thirteen in-service teachers (five Japanese, four Taiwanese, two Chinese, one Filipino, and one Thai) wholly new to the CLIL approach received an intensive fortnight’s training in CLIL. The training, following the CLIL model, started by introducing the theory, rationale and foundations of CLIL and concluded with a mini-CLIL teaching session from each teacher. Two quantitative surveys and a qualitative semi-structured survey yielded data on the trainees’ experiences as course members. The results show that the teachers generally approved of CLIL, endorsing its effectiveness more than its efficiency. The teachers’ self-confidence in English skills and their past teaching experiences seemingly affected their belief in CLIL’s practices. Finally, the teachers revealed some challenges in implementing CLIL in general, in higher education, and in their specific culture-education contexts. The study made important contributions in the field, with its findings serving as valuable references for higher education, teacher-training programs, and interested teachers.

關鍵字：content and language integrated learning (CLIL);English as an additional Language;higher education;teacher training

語言：en_US

期刊性質：國內

收錄於：TSSCI

審稿制度：是

國別：TWN

出版型式：電子版,紙本