Building Bilingual Expertise: Evaluating Professional Development Program for Elementary Teachers in Taiwan
DOI:
https://doi.org/10.17507/jltr.1604.09Keywords:
bilingual education, CLIL, teacher professional development, Bilingual 2030 in TaiwanAbstract
This study evaluates a professional development program for in-service elementary school teachers in Taiwan, focusing on bilingual education through the CLIL approach. The research aligns with Taiwan’s “Bilingual 2030” policy, aiming to enhance English proficiency and global competitiveness among the citizens. The six-credit, 108-hour program includes workshops, collaborative planning sessions, and micro-teaching activities. Using a mixed-methods approach with quantitative surveys and qualitative open-ended questions, the study found significant improvements in teachers’ understanding of bilingual education. Participants moved away from the belief that native-like English fluency and native speakers are essential for effective bilingual teaching, and recognized the benefits of using students’ first language flexibly. Teachers initially sought practical strategies and a deeper understanding of bilingual education, but upon completion of the program, their focus shifted to practical application, collaborative planning, and student motivation. The findings highlight the program’s success in enhancing teachers’ bilingual teaching capabilities for both English-teaching-related and non-English-teaching-related background teachers and underscore the need for ongoing support and resources. This study provides valuable insights for international audiences, suggesting that well-structured professional development programs can significantly improve teachers’ ability to deliver bilingual education. Continuous evaluation and adaptation are crucial to addressing educators’ evolving needs and ensuring sustained effectiveness.
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