A Study on the Educators' Perception of Implementing the Policy of Recruiting Foreign English Teachers by Elementary Schools and the Students' Learning Status in Taichung City

• Main Authors: Mei-yun Chang, 張美雲
• Other Authors: Chen-Sheng Yang EdD
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/08458291054769164937

碩士 === 國立暨南國際大學 === 教育政策與行政學系 === 94 === The purposes of this study were to inquire the policy of recruiting foreign English teachers by elementary schools, and to get to know about the status quo of the implementation of the policy in Taichung City’s elementary schools. Eleven elementary schools in Taichung City retain foreign English teachers. Thirty-three school administrative staffs, twenty-seven Chinese English teachers, and nine hundred and twenty-four students instructed by both Chinese English teachers and foreign English teachers from these schools were chosen to be samples. This study was proceeding with surveys, classroom observation and interview. The following conclusions were made based on the results of this study: 1. Taichung City government is first implementing English co-teaching according to the policy of Recruiting Foreign English Teachers made by the Ministry of Education from March to November, 2005. 2. The teaching and relevant workload of foreign English teachers varies in different schools. 3. Most of the Chinese English teachers are assigned to co-teach with foreign English teachers and they either are homeroom teachers or have to take charge of administrative affairs. 4. The agency entrusted by Taichung City government is responsible for paying the salary to the foreign English teachers, but for some reason, it usually arouses disputes. 5. The schools’ administrative staffs have higher support on the policy, including the understanding of the policy, the cooperation between two teachers and the effects. 6. The Chinese English teachers have average support on the policy, including the understanding of the policy, the cooperation between two teachers and the effects. 7. The schools’ administrative staffs and the Chinese English teachers have to know more about the background, including professional skill, teaching experience, proficiency of Chinese, health condition, and personality, of the foreign English teachers before co-teaching. 8. The Chinese English teachers agree that they learn more about the culture differences and get inspiration for teaching from the co-teaching. 9. The Chinese English teachers suggest that the foreign English teachers need to improve their skill of classroom management and practice speaking Chinese if possible. 10. The students have high recognition on English co-teaching including the learning content, the change of English competence and the learning attitude. 11. The girl students have higher recognition than boy students on English co-teaching including the learning content, the change of English competence and the learning attitude. 12. Fourth graders have higher recognition than sixth graders on English co-teaching including the learning content, the change of English competence and the learning attitude. 13. Students with learning experience of six years or more have higher recognition than those of three years on English co-teaching including the learning content, the change of English competence and the learning attitude. 14. The students who have English class one hour per week have higher recognition than those who have English class two hours per week on English co-teaching including the learning content, the change of English competence and the learning attitude. 15. There are no differences in recognition between the students who have English class one hour per week and those who have English class two hours per week on English co-teaching including the learning content, the change of English competence and the learning attitude. 16. The students who enter the after-school English programs have higher recognition than those who don’t on English co-teaching including the learning content, the change of English competence and the learning attitude. According to the conclusions, some suggestions are made to the educational administration agency, school administrative staffs, Chinese English teachers and the further researchers.