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自2018年底國家發展委員會提出「2030雙語國家政策發展藍圖」後，「雙語」成為臺灣社會最受重視的一個關鍵詞。在這五年的歷程中，社會各界對於這個政策有許多討論，也間接使這個政策於2022年3月更名為「2030雙語政策」，以避免過多負面解讀並降低爭議性。同時，國家發展委員會（2022）並進一步定調雙語政策為臺灣的國際語言政策，而與《國家語言發展法》下所規範的國家語言同為臺灣 語言政策之一部分。2030雙語政策既然界定為國際語言政策，目前為世界通用語（Lingua Franca）的英語，自然成為雙語政策中的目標語。 林子斌與王力億（2023）指出，2030雙語政策對教育體系影響規模之大在臺灣教育史上鮮見，其影響範疇包含小學階段至高等教育階段。根據教育部的規劃，國中小階段為普及提供，高中與大學階段則是重點培育。第一批拿到「大專校院學生雙語化學習計畫」的大學包含重點培育學校四所（國立臺灣大學、國立臺灣師範大學、國立成功大學、國立中山大學）、41個重點培育學院與37所普及提升學校（高等教育司，2021）。而對於大學課程的規劃與國中小和高中階段不同，在國中小階段雙語教育的彈性較大，並未綁定單一取向。其原因在於考量國中小階段皆為常態編班，單一班級中的學生在英語程度上已有落差，因此應該允許雙語教師能操作「老師教的來，學生聽的懂」之雙語教學（林子斌，2023）。高中與大學階段，因學生已經歷考試篩選，因此採用以英語作為授課語言（English as a Medium of Instruction, EMI）的取向。其中，對於大學階段的教師，EMI並非嶄新的概念。在高等教育力求國際化的浪潮下，許多大學為求招收更多國際學生已有多年提供EMI課程的經驗。過去多為各大學分散的實踐，作法也多有不同，而在大專校院學生雙語化學習計畫出現後，大學EMI的作法有清楚的界定。根據教育部（2021）「大專校院學生雙語化學習計畫全英語授課（EMI）指引」中提到EMI操作型定義如下： EMI係指在英語非母語的教育機構（non-English speaking institutions）提供的學習課程，其內容的傳遞、師生互動、學習及學術支持教材、學習成果展示與評量100%使用英語。

臺灣教育部於2016年開始推動職前教師國際教學實習計畫，至今尚無由職前教師之觀點對其進行探究。本研究目的在於透過個案研究探討職前教師參與國際教學實習對其教學內容知識（Pedagogical Content Knowledge, PCK）的影響，並以臺灣Ｘ大學為個案。研究採用半結構式訪談為資料蒐集方法，蒐集職前教師之觀點，有助於解析國際教學實習實踐所產生之影響。本研究有以下三點研究發現與結論：一、國際教學實習對職前教師的教學知識產生積極、正向的影響；二、完善的國際教學實習制度設計，有助於促進職前教師高層次的思考；三、國際教學實習時間長短影響職前教師學習效益。整體而言，國際教學實習能有效提升職前教師PCK能力，並具有關鍵影響。據此，本研究進一步對教育主管機關未來在推動職前教師國際教學實習計畫時，提出以下三點建議：一、建立政策檢核機制；二、完整規範國際教學實習規定；三、深化國際教學實習影響。本研究除作為推動職前教師國際教學實習政策修訂之參考，亦可進一步作為師培機構未來推動職前教師國際教育培育策略之重要依據

世界各國研究型大學為確保其國際競爭力，除了培養國內高等教育人才，也投入爭取他國之優秀人才（鄭英傑、張珍瑋，2021）。然而，單純的薪資並無法吸引高階的人才，給予這些人才的薪酬須採用更廣的角度來進行討論（Altbach et al., 2012）。英國高等教育發展歷史悠久，自有吸引人才前去就職之誘因。本研究以多重個案研究，藉由研究不同類型的英國高等教育機構人事制度，並做個案之間的分析、比較後，試圖從中找出可供臺灣借鏡之處。研究發現：一、個案學校對其人事制度規範有掌控權；二、在不涉及損害學校利益的前提下，個案學校對兼職採開放或鼓勵的態度；三、薪資架構具有彈性，且由勞資雙方協調談判而來；四、個案學校對其教師提供良好福利措施，除政府規定之基本福利、休假之外，新進教師有搬遷補助，倫敦地區的學校另提供倫敦加給（London allowance），協助教師舒緩龐大的生活壓力。透過本研究結果，期提供臺灣教育部門與人事機構調整高等教育機構人事制度之參據。

本研究旨在探討臺灣雙語教育政策的影響之下，雙語實驗學校如何透過雙語教師專業發展社群以及雙語教師增能來發展並培育雙語教學團隊。本研究以質性個案研究作為研究架構，以深入了解個案學校具體如何推行雙語教育，並以「沃土」雙語模式為分析架構探討影響國中階段推行雙語教育的因素，以及雙語教師專業發展社群與雙語教師增能如何影響校內推動雙語教育。研究結果發現，雙語教師增能幫助教師提升自我效能感並精進教師的雙語教學技巧，而在內容與管道上必須多元化並賦予更多彈性空間。此外，雙語教師專業發展社群協助雙語教師精進雙語教學，其組成需為本國籍英語教師搭配學科教師。最後，透過個案學校的經驗提出對於臺灣國中階段實施雙語教育之省思與建議，並作為臺灣推動雙語教育時之參考。

本研究旨在探討臺灣雙語教育政策的影響之下，雙語實驗學校如何透過雙語教師專業發 展社群以及雙語教師增能來發展並培育雙語教學團隊。本研究以質性個案研究作為研究 架構，以深入了解個案學校具體如何推行雙語教育，並以「沃土」雙語模式為分析架構 探討影響國中階段推行雙語教育的因素，以及雙語教師專業發展社群與雙語教師增能如 何影響校內推動雙語教育。研究結果發現，雙語教師增能幫助教師提升自我效能感並精 進教師的雙語教學技巧，而在內容與管道上必須多元化並賦予更多彈性空間。此外，雙 語教師專業發展社群協助雙語教師精進雙語教學，其組成需為本國籍英語教師搭配學科 教師。最後，透過個案學校的經驗提出對於臺灣國中階段實施雙語教育之省思與建議， 並作為臺灣推動雙語教育時之參考。 The purpose of this study is to explore how a bilingual teaching team is formed and cultivated through a professional bilingual teacher learning community and teacher professional growth. This study chose qualitative case study as its research framework to deeply understand how to implement bilingual education in junior high schools. It selected a bilingual experimental curriculum school in Taipei and analyzed the background and development of its bilingual education. This study used the “fertile” bilingual model as the analysis framework to explore those factors that could affect the implementation of bilingual education in junior high schools. The findings are as follows. First, bilingual teachers could benefit from attending teacher training programs, workshops, and related activities in the aspect of their self-efficacy and to increase their teaching strategies. Second, the contexts and accesses of bilingual teacher training should be verified, diversified and given more flexibility. Third, a bilingual teacher professional community provides a platform for maintaining bilingual teachers’ instruction strategies and cooperation between administrators and teachers. Fourth, the composition of the community should be local English teacher and bilingual subject teachers. Lastly, this study put forward some reflections and suggestions on the implementation of bilingual education in junior high schools in Taiwan and serves as a reference for Taiwan to promote bilingual education nationwide.

臺灣教育部於 2016 年開始推動職前教師國際教學實習計畫，至今尚無由職前教師之觀點對其進行探究。本研究目的在於透過個案研究探討職前教師參與國際教學實習對其教學內容知識（Pedagogical Content Knowledge, PCK）的影響，並以臺灣Ｘ大學為個案。研究採用半結構式訪談為資料蒐集方法，蒐集職前教師之觀點，有助於解析國際教學實習實踐所產生之影響。本研究有以下三點研究發現與結論：一、國際教學實習對職前教師的教學知識產生積極、正向的影響；二、完善的國際教學實習制度設計，有助於促進職前教師高層次的思考；三、國際教學實習時間長短影響職前教師學習效益。整體而言，國際教學實習能有效提升職前教師 PCK 能力，並具有關鍵影響。據此，本研究進一步對教育主管機關未來在推動職前教師國際教學實習計畫時，提出以下三點建議：一、建立政策檢核機制；二、完整規範國際教學實習規定；三、深化國際教學實習影響。本研究除作為推動職前教師國際教學實習政策修訂之參考，亦可進一步作為師培機構未來推動職前教師國際教育培育策略之重要依據。 In 2016, the Ministry of Education initiated the international teaching practicum program for pre-service teachers, but there lack relevant studies to explore the participants’ feedback on this initiative. The purpose of this study is to explicate the potential influence of the international teaching practicum experience on the pedagogical content knowledge of pre-service teachers through a case study at X University in Taiwan. This study used semi-structured interviews as the data collection method to gather the pre-service teachers’ opinions and to analyze the impact of international teaching internship practices. Three research results of this study are as follows. 1. International teaching practicum had various positive impacts on pre-service teachers’ PK. 2. International teaching practicum experience enhanced the high-order thinking of pre-service teachers. 3. The length of the international teaching practicum affected the richness of preservice teachers’ learning experience, and there was some positive influence of learning from international teaching practicum on participants’ pedagogical content knowledge. Based on the findings of this study, this paper puts forward three suggestions: 1. establish a policy evaluation mechanism, 2. provide a more detailed guideline of ITP, and 3. deepen the influence of international teaching practicum among pre-service teachers. Those suggestions can serve as a reference for revising the international teaching practicum policy for pre-service teachers in Taiwan and further serve as an important reference for promoting the international education cultivation strategy for pre-service teachers in the future.

世界各國研究型大學為確保其國際競爭力，除了培養國內高等教育人才，也投入爭取他國之優秀人才（鄭英傑、張珍瑋，2021）。然而，單純的薪資並無法吸引高階的人才，給予這些人才的薪酬須採用更廣的角度來進行討論（Altbach et al., 2012）。英國高等教育發展歷史 悠久，自有吸引人才前去就職之誘因。本研究以多重個案研究，藉由研究不同類型的英國高等教育機構人事制度，並做個案之間的分析、比較後，試圖從中找出可供臺灣借鏡之處。研究發現：一、個案學校對其人事制度規範有掌控權；二、在不涉及損害學校利益的前提下， 個案學校對兼職採開放或鼓勵的態度；三、薪資架構具有彈性，且由勞資雙方協調談判而來；四、個案學校對其教師提供良好福利措施，除政府規定之基本福利、休假之外，新進教師有搬遷補助，倫敦地區的學校另提供倫敦加給（London allowance），協助教師舒緩龐大的生活壓力。透過本研究結果，期提供臺灣教育部門與人事機構調整高等教育機構人事制度之參據。 Research universities worldwide strive to recruit talent to remain competitive. Countries both cultivate talent through their higher education systems and recruit talent from abroad (Jheng & Chang, 2021). Salary is one of several factors that attract academics. Creating attractive employment packages is crucial for recruiting and retaining talent (Altbach et al., 2012). The UK higher education system has a long history and is considered to be exemplary. This study explored how the UK higher education system remains competitive in terms of attracting talent by investigating its personnel systems. Case studies were conducted on three institutions, namely the University of Cambridge, King’s College London of the University of London, and the University of Warwick, and their salary scales and regulations on their staff members’ work outside the university were compared. This study also explored the benefits of working at these institutions. The research findings indicate that the institutions have autonomy in determining their human resource policy. In contrast to Taiwanese universities, which have a one-size-fits-all pay structure, UK higher education institutions are not subject to government regulation. UK universities offer competitive packages to recruit talent. All three institutions in the case study also have some say over the work done by staff members outside the university. The UK has a single national pay structure that governs the salaries of university staff members. The pay structure, formally known as “the Higher Education Single Pay Spine,” is controlled by the University and College Union, which negotiates salaries, the pay structure, and employment conditions on behalf of UK higher education institutions. Although the vast majority of UK universities have adopted the Higher Education Single Pay Spine, the three institutions in this study have their own salary scales based on Higher Education Single Pay Spine. Staff members’ salaries are regulated internally, and they receive higher salaries than those stipulated by the Higher Education Single Pay Spine. The institutions also have flexible and negotiable pay frameworks. Institutions consider several factors to determine staff members’ salaries, but, in general, staff members are assigned a pay grade on the basis of their responsibilities, experience, position (e.g., Lecturer, Senior Lecturer, Reader, and Professor are typical levels in the United Kingdom, whereas Assistant Professor, Associate Professor, and Professor are used in the US higher education system and some UK higher education institutions) and a corresponding spine value. The spine value corresponds to a predetermined salary in the pay structures and scales of each university, which are negotiated on the basis of the Higher Education Single Pay Spine. Flexibility means that staff members can negotiate their starting pay within a certain spine range. By being flexible, it does not necessarily mean that new staff members should work their way up the spine scale from the bottom. Besides, exceptional performance and academic contributions can also be rewarded through salary increases and one-off bonus payments. In addition, all three institutions are either open to or encourage their staff members to pursue consultancy or other external work if it does not affect their position in the university. The institutions have clear policies and procedures concerning external occupations such as private consultancy and contract research. All staff members must seek approval for external employment from their universities. Typically, the Heads of Faculties, Schools, Departments, or Divisions must approve their staff members’ external employment and ensure it does not affect their work in the university. Staff members must also maintain academic integrity as they pursue external employment. Some universities, such as the University of Cambridge, provide professional and legal support to help staff members with their external employment. This facilitates knowledge transfer, which benefits staff members, society, the economy, and the universities. Moreover, the institutions provide their staff members with benefits such as relocation support. Those in the Greater London area also provide an allowance and higher salaries to offset the high cost of living; this is referred to as a “London Allowance.” The study concludes by offering two recommendations to improve higher education in Taiwan in terms of recruiting talent. First, institutions should consider lifting the ban on private consultancy and other forms of external employment. These restrictions limit knowledge transfer and the influence of research. Taiwan should also support staff members’ use of commercial avenues to develop their ideas and expertise to benefit society. Second, institutions should develop flexible and competitive pay scales to attract talent. Taiwan has a one-size-fits-all pay structure for all staff members of publicly funded higher education institutions. This prevents institutions from recruiting talent from abroad. The competitive and negotiable pay scales in the UK higher education system and its other benefits are key factors that attract talent to the United Kingdom to make academic contributions; Taiwan can learn from this example.

The schooling system in Taiwan is facing a need to change under the impact of bilingual nation policy. This paper aims at proposing the teachers’ professional learning community as a feasible means to realize the vision of bilingual education in public junior and primary schools. The influence of bilingual policy on schooling is firstly addressed. Then, the concept of professional learning community is discussed with reference to both international and local literature. Some characters of the professional learning community of bilingual teachers are provided for those schools as a framework to better respond to the policy

雙語教育推動在臺灣討論的如火如荼之際，新加坡做為一個雙語與高度教育國際化的國家，其經驗相當值得臺灣納入未來雙語教育推動之考量。本文首先梳理新加坡雙語教育自1965年起之歷史脈絡、過往發展歷程、目前之成效與挑戰。其次，在文末說明臺灣目前雙語教育與雙語國家政策之規劃，並與新加坡過往50年之經驗進行對照與討論，期能提供讀者在深入了解雙語教育議題時一個思考的起點