| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 89 === Abstract
The purpose of this study was to explore the implementation of English teaching in a kindergarten, which was to present the features of the daily life and English teaching in a bilingual class, to understand the orientation of the bilingual class in the kindergarten and its social context, and to explain the latent problems from the angles of teachers and preschoolers.
The subject of this study was based on a bilingual class of a kindergarten in North Taiwan, consisting 25 preschoolers, 2 English teachers, and 1 Chinese teacher. The researcher adopted the qualitative approach, using long-term observation, interview, questionnaire and documents collection, in order to understand what is going on in the bilingual class.
The findings are listed as follows:
1. The orientation of the bilingual class
(1) Bilingual class helps to seize the advantages of early language learning, but those advantages do not favor preschoolers.
(2) Bilingual class reflects the trend of our society and culture, but people should pay attention to lurking dangers upon culture.
(3) Bilingual class reflects the diversification of young children''''s education, but preschoolers'''' thoughts are not emphasized.
2. The latent problems of bilingual class
(1) Teachers'''' angle: the goals of English teaching were unclear; ex- and former- English teachers'''' ideas were variant; teaching materials should be modified; some teaching methods caused confusion and conflicts; individual assistance was lacking; daily communication was insufficient; cooperation between English and Chinese teachers was improper.
(2) Preschoolers'''' angle: most of them were interested; they have made some improvement at least; different teaching styles had both positive and negative effects on them; they did not only have encountered some difficulties in understanding and expressing themselves in English, but some of them had bias toward their peers.
According to the findings aforementioned, the researcher has made some suggestions for policy-making, including orientation, teaching goals, teacher''''s qualifications and young children''''s education; and some suggestions for teachers, including materials, methods, cooperation and communication clues.
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