為何需要發展「 臺灣CLIL教師專業職能參考指標」？
Why do we need the “Professional Competency Indicators for CLIL Teachers in Taiwan”?

隨著實施CLIL的學校數量增加，相關的教師增能需求亦越加殷切。以LTTC為例，逾七百位學科教師及英語教師參與了2020至2021年由LTTC辦理之增能課程。鑒於上述發展，國內對於CLIL教師應發展或具備的專業職能有愈來愈多的討論。雖然歐、美已有發展完成的相關指標可供參考，臺灣屬於「以英語為外語」的情境，在雙語教育的施行上必須考量在地需求。為此，LTTC自發地開啟此項研究，提出【 臺灣CLIL教師專業職能參考指標】，詳見中英文執行摘要。

The number of schools practicing CLIL is increasing, so the need for teacher training has become more urgent. Take the LTTC, for example: In 2020 and 2021, over 700 subject teachers and English teachers participated in training courses offered by the LTTC. In view of the aforementioned developments, there has been more and more discussion of the professional competency that CLIL teachers should demonstrate. Even though European countries and the US have already developed related indicators that can be referenced, Taiwan is an English as a Foreign Language (EFL) context, so local needs must thus be taken into consideration when it comes to putting bilingual education in practice. With this in mind, the LTTC voluntarily launched this research and proposed the “Professional Competency Indicators for CLIL Teachers in Taiwan.” For further details, please see the Mandarin and English executive summaries.

 

「臺灣CLIL教師專業職能參考指標」可以如何應用？
How can the “Professional Competency Indicators for CLIL Teachers in Taiwan” be applied? 

【臺灣CLIL教師專業職能參考指標】目的是希望能夠協助CLIL教師自我檢視在專業能力提升方面的需求，亦可供教師訓練單位未來在設計課程時參酌，同時拋磚引玉，針對CLIL教師專業職能發展，提供學校、教師、決策者、研究人員等交流互動的對話平台。LTTC研究團隊也將透過參與研討會、辦理活動等方式，與利害關係人溝通，以持續優化指標內容。

The aim of the “Professional Competency Indicators for CLIL Teachers in Taiwan” is to help CLIL teachers examine what they need to do to enhance their professional abilities, to provide teacher training units with a future reference for designing courses, and at the same time, to provide a platform for dialogue among schools, teachers, decision makers, and researchers on CLIL teachers’ professional development. By attending conferences and organizing events, the LTTC research team will communicate with stakeholders to continue fine-tuning the content of the indicators.

「臺灣CLIL教師專業職能參考指標」的內容怎麼產生的，包含哪些參考指標？
How were the “Professional Competency Indicators for CLIL Teachers in Taiwan” developed? What indicators do they include?

研究過程中，LTTC研究團隊針對國內外CLIL專業職能相關文獻進行分析、討論，並敦請十二年國教英語課綱召集人張武昌教授為主持人，召開專家座談，聽取相關領域學者專家、雙語辦公室代表及中小學校長的意見。研究團隊並設計問卷針對國內現職雙語教師進行問卷調查及意見訪談，以了解現職老師的經驗、想法與需求。在整合上述研究數據及專家意見後，提出26條專業職能參考指標，分屬知能、教學、評量及專業發展四大範疇，除涵蓋參考文獻之指標皆提及的重要職能，更因應臺灣教學現場的需求，加入跨語言、共備等在地情境相關指標，同時以星號 （*）標註研究結果顯示屬進階能力之指標，詳細指標內容請見下表或PDF檔。

During our research, the LTTC research team analyzed domestic and international sources related to CLIL professional competency. We also invited Prof. Vincent Wu-chang Chang (張武昌), the convener of the 12-year Basic Education Curriculum Guidelines, to coordinate discussions with experts in related fields, the representatives of the office of bilingual education, and elementary and high school principals. Our research team also designed surveys to understand the experiences, thoughts, and needs of current bilingual teachers in Taiwan. After integrating the above data and perspectives, we proposed 26 indicators of professional competency. These indicators are divided into four categories: knowledge, teaching, assessment, and professional development. Aside from covering the crucial competencies described in the sources we analyzed, we also aimed to meet the needs of Taiwanese classrooms. To do so, we also added localized indicators, such as translanguaging and co-planning, and marked indicators of advanced skills with asterisks (*). For further details, please see the following or the PDF file.

臺灣CLIL教師專業職能參考指標（星號*者為進階能力）

I. 知能

II. 教學

  1. 能描述CLIL教學的核心特色。
  2. 能瞭解CLIL教學的基礎理論架構。
  3. 能熟稔學科的專業知能及技能，並採用適切的教學法，有效提升學生對學科內容的理解。
  4. 能在CLIL教學中運用學生已具備的基本溝通語言能力，促進其習得學科相關的語言能力。
  5. 能將CLIL課程與校本課程之願景密切結合。*
  6. 能將CLIL課程因地制宜，既符合全國性課綱之要旨且呈現地區性的特色。*

 

 

 

 

  1. 能擬定適切的語言教學目標及學科內容教學目標。
  2. 能選擇、設計多模態（multimodal）之輔助教材與教具。
  3. 能協助學生辨識教學與學習素材中的生詞、專有名詞、慣用語及言談架構。
  4. 能使用清晰的目標語言進行教學，並確認學生是否理解及解決學習問題。
  5. 能理解跨語言實踐概念，並決定應用的時機，確保學生有充足的語言使用機會。
  6. 能提供學習鷹架，引導學生進行低階至高階的思考。
  7. 能營造和諧的學習氛圍（例如提供低成就學生必要的輔助與資源 ），鼓勵學生勇於嘗試學習新的內容、語言與學習策略。
  8. 能運用多元教學資源，促進學生討論與合作學習。
  9. 能設計顧及學生個別差異的教學活動。*
  10. 能活用第二外語習得相關知識及理論，提出教學與學習策略。*
  11. 能選擇、善用來自不同文化背景的國內外教材。*
  12. 能從不同文化視角檢視學科內容，並培養學生對跨文化面向的覺察。*
  13. 能將在地文化元素融入課程。*

III. 評量

IV. 專業發展

  1. 能針對CLIL評量的需求與目標，進行多元化評量。
  2. 能運用適切的評量工具及方法引導學生參與形成性評量的歷程。
  3. 能針對學習目標發展適切的CLIL評量工具。*
  1. 能定期自我檢核個人專業發展需求。
  2. 能與學科/語言教師共同備課。
  3. 能定期參加校內外CLIL增能、教學研習、研討會或學術發表會。
  4. 能參與縣市、全國、國際之CLIL教師專業社群。*