臺灣2030雙語政策下大學教師對英語授課的看法

Abstract

本研究旨在探討臺灣大學教師對英語授課政策（English as a Medium of Instruction, EMI）實施的看法，特別是針對其在2030雙語政策「大專校院學生雙語化學習計畫（BEST）」推動下的相關經驗與觀點。本研究採用由Walt and Gilson（1994）提出的政策分析三角框架（Policy Analysis Triangle, PAT），深入了解在2030雙語政策下大學教師實施EMI的過程與經驗。本研究為質性研究，所蒐集的資料包含對來自臺灣兩所雙語標竿大學的八位EMI授課教師進行半結構式訪談與課堂觀察，並運用詮釋現象學分析法（Interpretative Phenomenological Analysis, IPA）深入探索大學教師的真實經驗。研究結果顯示，儘管受訪教師大多支持政策目標，但在實施過程中仍面臨諸多挑戰，包括：政策傳達不明確、資源支援有限、語言障礙、以及受文化背景影響的課堂互動阻力。此外，不同學科領域的教師也展現出不同的困境，如：人文領域教師主要面臨語言表達的抽象與複雜性，而理工領域教師則遇到尋找額外補充教學資源上的困難。為因應這些挑戰，受訪教師採取了多項教學策略調整，例如：語碼轉換、翻轉教學及同儕合作等。本研究從教師角度深化了對EMI政策實施的理解，並為政策制定者、高等教育機構及教育工作者提供實質建議，以提升EMI課程的成效；此外，本研究也指出EMI現場挑戰與支援需求，希望能進而促進2030雙語政策的推展及臺灣EMI教學環境的包容性發展。

This study aims to investigate college instructors’ perceptions of English as a Medium of Instruction (EMI) implementation in Taiwan, particularly under the promotion of the Program on Bilingual Education for Students in College (BEST), as specified in the 2030 Bilingual Policy. The Policy Analysis Triangle (PAT), proposed by Walt and Gilson (1994), was adopted to analyze the content, context, process, and actors involved in EMI implementation. A qualitative research design employing Interpretative Phenomenological Analysis (IPA) was used to explore instructors’ lived experiences. Data were collected through semi-structured interviews and classroom observations with eight EMI instructors from two benchmark universities in Taiwan. Findings show that while participants supported the policy’s aims, they faced challenges related to unclear communication, limited support, language barriers, and cultural reluctance to interact. They adopted pedagogical adjustments like translanguaging, flipped classrooms, and peer collaborations. Disciplinary differences also emerged, with humanities instructors facing language complexity and science instructors encountering a lack of supplementary teaching materials. This study contributed to a deeper understanding of EMI implementation from instructors’ perspectives, offering valuable insights for policymakers, institutions, and educators to enhance EMI course effectiveness while addressing key challenges and support needs to promote the successful realization of the 2030 Bilingual Policy and a more inclusive EMI environment in Taiwan.