在全球化浪潮席捲下，建構英語學習環境已是各縣市政府推動英語教育的重要施政作為，然成功的英語學習必須仰賴專業的英語師資及豐富的課程教學；因此雙語教育的推動是的重要政策之一。行政院國家發展委員會（2018）提出 「2030 雙語國家政策發展藍圖」，從需求面強化國人英語力，以科技縮短城 鄉資源落差，兼顧雙語政策及母語文化發展，打造年輕世代的人才競逐優勢。因國家發展委員會擬定推動雙語國家計畫。本研究旨在探討台灣國中小教師對雙語教育政策的認知、態度與面臨的挑戰以釐清第一線的政策執行者對雙語教育政策的理解與看法。本研究採用量化取向的問卷調查法，以國小教師對臺灣雙語教育CLIL認知調查問卷，分析國小教師對臺灣英語教育政策的了解程度、看法與實施至今的滿意度。本研究共計60位臺灣國小教師，發放電子正式問卷，共回收有60份有效問卷，研究資料透過描述性統計分等統計方法進行分析探討。過半國小教師對雙語教育政策認知與態度屬於中高程度。國小教師認為不同家庭背景之學童對雙語教學CLIL、學習動力具有顯著影響差異，超過半數支持；認為可以確實提升學生的英語能力。雙語教學和學校行政人員在推動雙語教育的過程問題研究結果顯示，公立學校必須有整體性授課時間的規劃及相關配套措施的考量，尤其在學科每週時數有限情況下。完善的政策推廣落實，以提昇實施CLIL雙語教學的成效。最後本文也提出相關建議希望以此做為教育主管機關學校實施CLIL的資料，亟需要各階層具有雙語教育的組織與成員來積極推動。因此，推動過程的挑戰與配套措施是當前值得省思的課題。也提供給有興趣的學校單位以及未來研究者之參考，做為進一步探究的基礎。

In December of 2018, the Executive Yuan approved a blueprint drafted by the National Development Council. The goal of this Blueprint is to develop Taiwan become a bilingual nation by 2030, and build on the results of past bilingual environment plans, further strengthening people’s English proficiency from the demand side (National Development Council [NDC], 2018). To cope with the trend of internationalization and globalization (Graddol and Meinhof, 1999), possessing international communication ability is important (MOE, 2012a). Content and Language Integrated Learning (CLIL) has been an increasingly popular teaching method in Taiwan to assist the government’s promotion of bilingual education in primary school (Huang , 2019). However, research regarding primary teachers’ perceptions of CLIL implementation is still scant. The purpose of this study aims to investigate primary teachers’ perceptions of CLIL implementation, feasibility of current CLIL implementation and administration of CLIL implementation in primary school in Taiwan. A quantitative research (Appendix A) was employed in order to obtain a better and deeper understanding of primary teachers’ perceptions on CLIL implementation. All participants were asked to complete the formal questionnaire from March to May 2021. The questionnaires consisted of a mixed-method research. The first part consisted of 34 items related to the research questions. A Likert scale was used, ranging from strongly agree to strongly disagree (scoring from five to one). The data gathered from the questionnaires were analyzed for percentage, Mean and Standard deviation. The main findings that the implementation of bilingual teaching in public primary schools have many benefits, there are also challenges and limitations to using this approach. One challenge is that it can be difficult to find qualified teachers to teach in a foreign language under the exist curricula. This can limit the availability of CLIL programs in some areas. Secondly, CLIL can be a rewarding experience for both teachers and students, and it can enhance students' language proficiency and cognitive abilities. Especially after the CLIL teaching method which indicated students are better in the listening and speaking parts than reading and writing. Administrative burden of school administration did not allow teachers enough time to prepare lessons, which made it difficult to implement integration of CLIL teaching into the classroom. Most teachers showed positive attitudes.

References
Airey, J. (2016). EAP, EMI or CLIL? In the Routledge handbook of English for academic purposes, pp.95-107. Routledge.
Baker, C. & Jones, S. P. (1998). Encyclopedia of Bilingualism and Bilingual Education. Clevedon: Multilingual Matters.
Bentley, K (2010). The TKT Course CLIL Module, Cambridge: Cambridge University Press.
Bradford, A. (2015). Internationalization policy at the genba: Exploring the implementation of social science English-taught undergraduate degree programs in three Japanese universities (Doctoral dissertation). Retrieved from PQDT Open. (UMI 3687531)
Brown, J. D. (2001). Using surveys in language programs. Cambridge: Cambridge University Press.
Bruton, A. (2011). Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A reply to Lorenzo, Casal and Moore (2010). Applied Linguistics, 32(2), pp.236–241. https://doi.org/10.1093/applin/amr007
Butler, Y.G. (2005). Content-based instruction in EFL contexts: Considerations for effective implementation. JALT Journal, 27(2), pp.227-245.
Cambridge: Cambridge University Press.
Chen, C. Y., & Kuo, C. Y. (2011). The Design and Development of Teaching Capability Maturity Model. Curriculum & Instruction Quarterly, 14(1), pp.141-174
Chen, H.C. (2019). The Action Research of CLIL on 3rd Graders: When English Encounters Science. Unpublished master’s thesis. National Taipei University of Education, Taipei, Taiwan.
Chen, J.H. (2018). Designing and Analyzing Content and Language Integrated Learning (CLIL) Lesson Plans for Primary Education. Unpublished master’s thesis. National Cheng Kung University, Tainan, Taiwan.
Cheng, W.C (2014). The "change" and "no" of English education in Taiwan
"Change": Facing challenges and improving English proficiency. Secondary Education, 5(3), pp.6-17 Retrieved from: https://vtedu.mt.ntnu.edu.tw/uploads/1613620634339iShUysE3.pdf
Chen. Y.H. (2018). Promoting the Ministry of Education of bilingual countries in 2030: adding 2,000 full English teachers in 4 years. UP MEDIA, Retrieved from: https://www.upmedia.mg/news_info.php?Type=24&SerialNo=53573
Cohen, A. (1975). A Sociolinguistic Approach to Bilingual Education. Rowley, Mass.: Newbury House.
Colbert, J., Brown, R. S., Choi, H., & Thomas, S. (2008). An investigation of the impacts of teacher-driven professional development on pedagogy and student learning. Teacher Education Quarterly, 35(2), pp.135–154.
Coyle, D. (2013). Listening to learners: An investigation into “successful learning” across CLIL contexts. International Journal of Bilingual Education and Bilingualism, 16(3), pp.244–266. https://doi.org/10.1080/13670050.2013.777384
Coyle, D, Hood, P and Marsh, D (2010). CLIL: Content and Language Integrated Learning, Cambridge: Cambridge University Press.
Freeman, D., Reynolds, D., Toledo, W., & Abu-Tineh, A. H. M. (2016). Who provides professional development? A study of professional development in Qatar. Iranian Journal of Language Teaching Research, 4(3), pp.5–19.

Hanesová, Dana. (2015). History of CLIL (2015). CLIL in Foreign Language.
Retrieved from: http://doi.org/10.5294/laclil.2016.9.1.4
Hsiang, Y.F. (2019). The Effects of CLIL Instruction on the Achievements of Health Content Knowledge Learning and English Vocabulary Ability of 5th Graders with Various English Proficiency Levels. Unpublished master’s thesis. National Taipei University of Education, Taipei, Taiwan.
Huang, D. F. (2015). Exploring and assessing effectiveness of English medium instruction courses: The students’ perspectives. Procedia - Social and Behavioral Sciences, 173, pp.71–78. https://doi.org/10.1016/j.sbspro.2015.02.033
Huang, Y.W. (2018). A Case Study of CLIL Co-Teaching Curriculum Design and Implementation. Unpublished master’s thesis. National Taipei University of Education, Taipei, Taiwan.
Iwai, Y. (2011). The Effects of Metacognitive Reading Strategies: Pedagogical Implications for EFL/ESL Teachers. The Reading Matrix, Volume 11, Number 2, pp.150-159.
Julie Dearden. (2016). “English as a medium of instruction – a growing global phenomenon” English medium Instruction: A Growing Global Phenomenon
Keoni, Everington. (2022). Teachers union urges rethink of Taiwan's Bilingual 2030 policy. Retrieved from https://www.taiwannews.com.tw/en/news/4589690
Keyuravong, S. (2010). Insight from Thailand. In R. Johnstone (Ed.), Learning through English: Policies, challenges and prospects insights from East Asia pp.69-95. Malaysia: British Council.
Kotler, P. (2004). Marketing Management, The Millenium Edition. Englewood Cliffs, New Jersey: Prentice Hall.

Lasagabaster, D. (2009). “Language attitudes in CLIL and traditional EFL classes”, International CLIL Research Journal, 1:2, pp.4-16
Law, D.(2007) The Implementation of Content and Language Integrated Learning (CLIL)in Elementary School English Teaching: An Action Research Study. Unpublished master’s thesis. National Taipei University of Education, Taipei, Taiwan.
Lorenzo, F., Casal, S., & Moore, P. (2010). The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project. Applied Linguistics, 31(3), 418–442.
Lorraine Pe Symaco, Moses Samuel, &Meng Yew Tee (2017). Education in Malaysia
Developments and Challenges, p.37.
M.J. Frigols-Martin, S. Hughes, & G. Langé(Eds.) CLIL Practice Perspectives from the Field, pp.179-188. CCN: University of Jyväskylä.
MacKenzie, A. (2008). CLILing me softly in Thailand: Collaboration, creativity and conflict. Retrieved from http://www.onestopenglish.com/clil/clil-teachermagazine/your-perspectives/cliling-me-softly-in-thailand-collaboration-creativity-andconflict/500927.
Mackey, A., & Gass, S. (2011). (Eds.). Research methods in second language acquisition: a practical guide. Oxford, UK: Blackwell.
Marsh, D. (2002). CLIL/EMILE – The European Dimension: Actions, Trends & Foresight Potential. Brussels: European Commission.
Marsh, D. (2012). Content and Language Integrated Learning (CLIL). A Development Trajectory. Córdoba: University of Córdoba
Marsh, D., & Langé, G. (Eds.). (2000). Using Languages to Learn and Learning to Use Languages. Jyväskylä, Finland: University of Jyväskylä.
Marsh, D., & Martín, M. J. F. (2013). Content and language integrated learning. In C. A. Chapelle (Ed.), The encyclopedia of app lied linguistics, pp. 911-920. Oxford: Blackwell.
Mearns, T. L. (2012). Using CLIL to enhance pupils’ experience of learning and raise attainment in German and health education: a teacher research project. The Language Learning Journal, 40(2), pp.175-192.
Ministry of Education. (2018). Implement in full scale bilingualization of Taiwan’s educational system; cultivate bilingual talents to bring Taiwan to the world. Retrieved from https://english.moe.gov.tw/cp-13-17790-80201-1.html
Moore, P., & Lorenzo, F. (2015). Task-based learning and content and language integrated learning materials design: Process and product. Language Learning Journal, 43(3), pp.334- 357.
Morton, T. (2010). Using a genre-based approach to integrating content and language in CLIL. In C. Dalton-Puffer, T. Nikula & U. Smit (Eds.), Language use and language learning in CLIL classrooms, pp. 81-104. Amsterdam, the Netherlands: Benjamins.
National Development Council’s nation policy bilingual (2021). Retrieved from https://www.fsc.gov.tw/ch/home.jsp?id=690&parentpath=0,7,688,
Nikula, T., Dalton-Puffer, C., & Llinares, A. (2013). CLIL classroom discourse. Journal of Immersion and Content-Based Language Education, 1(1), pp.70–100.
Nunan, D. (2003). Practical English Language Teaching. International Edition, McGraw-Hill, Singapore.
Otwinowska, A. (2015). CLIL teaching in Poland and Finland – reflections from the study visit. Retrieved from https://clil.pedagog.uw.edu.pl/dr-agnieszkaotwinowska-kasztelanic-2/
Papaja, K. (2014). Focus on CLIL: A qualitative evaluation of content and language integrated learning (CLIL)in Polish Secondary Education. Newcastle, Cambridge Scholar Publishing.
Pavón Vázquez, V., & Ellison, M. (2013). Examining teacher roles and competences in Content and Language Integrated Learning (CLIL). Lingvarvmarena,
4, pp. 65–78.
Pérez Cañado, M. L. (2016c). “Teacher training needs for bilingual education:
In service teacher perceptions”, in International Journal of Bilingual Education and Bilingualism, vol 19, 3, pp. 266-295
Pérez-Cañado, M. L. (2012). CLIL research in Europe: Past, present, and future. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2011.630064
Pilar Cabezuelo Gutierrez, R. Fernández (2014) A case study on teacher training needs in the Madrid bilingual project. SEMANTIC SCHOLAR,
https://doi.org/10.5294/laclil.2014.7.2.3
Potowski, K. (2007). Language and Identity in a Dual Immersion School. Bristol: Multilingual Matters.
Matthew Ronfeldt, Susanna Owens Farmer, Kiel McQueen and Jason A. Grissom. (2015). “Teacher Collaboration in Instructional Teams and Student Achievement”. American Educational Research Journal. 52 (3), pp.475-514.
Ruiz-Garrido, M. F., & Fortanet-Gómez. (2009). Needs analysis in a CLIL context: A transfer from ESP. CLIL practice: Perspectives from the field, pp.179-188.
Sasajima, S., Ikeda, M., Hemmi, C., & Reilly, T. (2011). Current practice and
future perspectives of content and language integrated learning (CLIL) in Japan. Paper presented at the JACET 50th Commemorative International Convention, Tokyo, Japan.
Scott, L. (2015). The Futures of learning 2: what kind of learning for the 21st century? Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000242996
Taipei City Government Education Bureau (2019). Curriculum Guidelines for English Language Teachingin Taipei City Elementary Schools. Taiwan, R.O.C. Department of Education, Taipei City Government Press.
Tsai, C.Y. (2019). CLIL in First Grade Music Class: An Action Research. Unpublished master’s thesis. National Taipei University of Technology, Taipei, Taiwan.
Tollington, T. (1998) Brands: the asset definition and recognition test. Journal of Product and Brand Management, 7(3), pp.180-192.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wang, M.W. (2020) A Study of Adapting CLIL to Implement Experimental Bilingual Programs in New Taipei City. Unpublished master’s thesis. National Chengchi University, Taipei, Taiwan.
Wu, Y.R. (2019). Primary Teachers’ Practices of Content and Language Integrated Learning (CLIL) in Taiwan. Unpublished master’s thesis. National Cheng Kung University, Tainan, Taiwan.
Yang, W. (2015). Content and language integrated learning next in Asia: evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programs, International Journal of Bilingual Education and Bilingualism, 18:4, pp. 361-382. https://doi.org/10.1080/13670050.2014.904840
Yang, W. (2016). An investigation of learning efficacy, management difficulties and improvements in tertiary CLIL (Content and Language Integrated Learning) programs in Taiwan: A survey of stakeholder perspectives. Latin American Journal of Content & Language Integrated Learning, 9(1), pp.64-109.
Yang, W. (2017). Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach. International Journal of Bilingual Education and Bilingualism, 20(6), pp. 607–624. https://doi.org/10.1080/13670050.2015.1061474
Yip, D. Y., Tsang, W. K., & Cheung, S. P. (2003). Evaluation of the effects of medium of instruction on the science learning of Hong Kong secondary students: Performance on the science achievement test. Bilingual Research Journal, 27(2), pp.295–331. https://doi.org/10.1080/15235882.2003.10162808