【英文摘要】
The study investigates a grade-three bilingual science teacher's pedagogical approaches and learner engagement across three science lessons from 2021 to 2022 in Taiwan, amidst the Bilingual 2030 Policy's emphasis on global competitiveness and communication skills. It further promotes professional development among primary and secondary school teachers. Despite support for localized frameworks like the Refined 4Cs, 2++, and the FERTILE Bilingual Model, there remains a limited understanding of local bilingual classrooms. Scholars have highlighted the need to explore how content and language intersect within CLIL classrooms (Nikula, et al., 2013; Dalton-Puffer, 2013; Garcia, 2017). To fill this gap, the study analyzes bilingual classroom discourse using three coding schemes: seven Cognitive Discourse Functions (CDFs) by Dalton-Puffer (2013), six scaffolding strategies by Walqui (2006), and four dimensions of learner engagement by Wang and Degol (2014). The findings illuminate the teacher's deliberate use of scaffolding strategies and CDFs, demonstrating their impact on student engagement and learning outcomes across the lessons. While the study's qualitative case-oriented approach precludes generalization of teaching effectiveness, it enhances science educators' understanding of language application, promotes bilingual competence, and suggests avenues for future research in related fields.
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