國民中學學科與語言整合學習教師的教學策略與觀點

With the internationalization of higher education these days, Content and Language Integrated Learning (CLIL) has become a popular instructional method to enhance language learners’ content and language development. While studies on CLIL can be found in the literature based on the tertiary setting globally, an examination of the literature reveals that less attention has been paid to other educational settings such as elementary and high schools. This study thus intends to broaden our views on how CLIL is implemented in several successful programs in Tainan City, Taiwan where it is famous for its CLIL based on teachers’ perspectives and their strategy use in the junior high classroom. Focus group semi-structured interviews and audio- recorded classroom observations were conducted to unravel their teaching trajectory and experience after years of implementation in junior high school. Phenomenology was used to analyze the data for the themes to emerge predicated on the participants’ theory and practice underpinning their teaching of CLIL. Our findings reveal CLIL is conceptualized and underpinned based on teachers’ bilingual adaptation, students’ background knowledge correlation and both of their L1 application for effective instruction. The results have a multitude of pedagogical implications that can be used as a reference to guide more CLIL teachers in the future in today’s globalized world.