台中市英語教學 聘歐美外師

台中市落實英語教學 外師不足分配難

更新日期:2011/08/31 17:08(記者 林文豪採訪報導)

台中市為了落實市長胡志強英語教學向下延伸的政策，今年度一共聘僱20位歐美外籍英語教師，不過，合併前原台中市就有12位教師，合併後卻只增加8位，大台中幅員更廣，突顯教師資源明顯不足，教育局表示將再爭取經費來強化教學品質。

台中市每年編列預算落實聘僱外籍英語教師教學，在縣市合併前，以每名教師一年100萬經費來看，每年編列12名教師要1200萬預算，但縣市合併後，幅員跟人口變更多，卻只有增聘8名教師，還要分配到台中226所學校，外籍教師人數明顯不足，教育局長賴清標表示，外籍教師的確不足，而原臺中市聘僱外籍英語教師10名，原臺中縣聘僱2名；縣市合併後市府編列充裕的經費，再增聘8位外師，以分配至偏鄉及英語中心學校優先，包含海線與山線地區學校，未來也會再爭取預算加強師資。


另外，依照教育部課程綱要規定國小三年級開始上英語課並有一定節數，但教育局表示台中市個別校可自行決定彈性課程，以致於各國小都在一、二年級就提前開始上英語課，也增加英語課程節數，台中市要落實英語教學向下延伸，其實更突顯外籍教師不足的問題。

台中聘20歐美澳英語教師

更新日期:2011/09/01 00:07 【記者張淑珠／台中報導】

為提升國中小英語文教學成效，台中市政府聘僱二十位來自歐美及澳大利亞等國合格英語教師，這二十位外籍英語教師將服務二十所英語推動學校及偏鄉學校，有助於營造完善的英語學習環境，培養學生聽說讀寫的英語溝通能力，讓孩子瞭解及接納多元文化，擴展孩子的世界觀。

教育局表示，原台中市聘僱外籍英語教師十名，原台中縣聘僱二名；縣市合併後市府編列充裕的經費，再增聘八位外師，以分配至偏鄉及英語中心學校優先，包含海線與山線地區學校。外籍英語教師協助學校課程教材的編選、研究與發展，並透過教學觀摩、演示、經驗分享本國英語教師。

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These two pieces of news reported on the same event, yet presented it in different perspectives. The second one seems to only focus on the advantages of hiring foreign English teachers. Nonetheless, the first one pointed out certain deficiencies of the policy of  hiring foreign English teachers. On a personal level, I like to see more reports on the same issue. It's because I can have more comprehensive view toward the discussed issue. The issue of hiring foreign English teachers in Taichung City is a good example. If we only read the second piece of news report, we may focus on the advantages of this policy and fail to notice the underlying problem-there are more than 20 schools in Taichung City, but only 20  foreign English teachers are hired. This shows that the resources isn't enough to provide all schools to implement the policy of extending English learning to first graders. According to the news, apparently only schools in the remote places and schools that  make a lot of effort on English learning would receive such resources. But how about other schools that belong to neither of the two categories? I understand why the government decided to allocate the resource in such way; however,  I doubt that other schools would have the chance to receive this kind of resource. After all, it's nearly impossible for Taichung City to ask for enough budget to cover the expense of hiring enough foreign English teachers to have all schools to receive the resource. I think that  the government would have a plan to solve the problem; or at least, the government has prepared a plan for schools in Taichung City to share the limited resource of foreign English teachers in the future. 

Reflection of Teacher Jenny and Teacher Lin's Speech

l  Reflection of Teacher Jenny and Teacher Lin's Speech:

After listening to Teacher Jenny’s speech, I started to rethink the reasons why I choose to become a teacher in a serious way. For me, there are several elements that somehow entice and also “push” me to choose this career. Since both my parents are teachers, they instill me with the concept that I may choose the occupation teacher in the future. I am not certain about their motivation of saying this; but I am sure that most people would say that choosing to be a teacher equals to choosing a stable career; most people would even say that teachers have winter and summer vacation for them to take a long rest. How nice! Indeed, these things do sound attempting. However, for anyone who wants to become a “good” teacher should not see this career from these perspectives. Teacher Jenny pointed this out in her speech as well. On hearing her words, I think that I ought to see this career from a very serious perspective. I should not think about what benefits this occupation would bring to me but think about what things I could give to my future students. I ought to get rid of my childish thoughts of this career, starting thinking about it in an altruistic way. 


In fact, Teacher Jenny's talk gave me some food for thought. She mentioned that we don't have to try to "become" other teachers; it is unnecessary for us to imitate other teachers' teaching style.   She believed that every teacher has his/her own teaching style. We, as a prospective teacher, have to know about our own merits and style. Then, we can try to magnify our strengths while we teach. Once in a while, we may see some good teachers who we want to emulate. At that moment, we need not to totally imitate that teachers' teaching style. Teacher Jenny said that we can see what part of the teacher's teaching suits our own teaching style and then we learn that part; namely, we only have to adjust our teaching style for a little bit. "Just be yourself" is the main notion that teacher Jenny wanted to convey to us!

桃縣小一英語教學 四萬多名學童受益

更新日期:2011/09/10 10:25

桃園縣從今年開始，一百八十八所國小推動小一年級英語教學，桃園縣長吳志揚表示，推動小一學英語政策，就是為了要減少城鄉及弱勢家庭的差距，讓偏遠的鄉村及弱勢家庭的兒童，也能在無負擔的情形下接觸英語，並且把英語當成是生活的一部分，快樂的學英語。


桃園縣推動小一英語教學，讓偏遠地區和弱勢兒童一樣能夠學習，桃園縣長吳志揚表示，英文對於各行各業都相當的重要，縣府去年開始就有小一學英語的計畫，今年六月實施計畫獲教育部核准後正式上路，在一百學年度正式實施，總計有一百八十八所國小、四萬多名兒童受惠。


推廣小一英語，絕對不要讓學童有考試壓力存在，吳志揚縣長強調，希望小朋友不要將學英語當作是苦差事，而是當作生活的一部分，快樂的學習，重要的是要敢開口說英語，不要有考試的壓力，同時也反對填鴨式的教育。


吳志揚縣長表示，小一學英語政策，讓家長不必再有任何的負擔下，孩童就可以接觸學習。（李明朝報導）


Related news: 英語教育一國多制 (遠見)

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It's nice to see such kind of English learning policy takes effect. But one thing that really concerns me the most is about the source of English teachers with good teaching quality. After this policy is put into practice, elementary schools in  Tao Yuan county would need more English teachers to English. What deserves our attention is that whether these English teachers who are hired to help the county successfully implement the policy have received enough educational training and could provide fine quality of English teaching. I do hoped that the county has well-planed this policy and would not just hired any English teachers who is seemingly capable of speaking English fluently,but incapable of teaching English.

I still have something to say about the claim "The purpose of promoting learning English among first graders is not to let students under the pressure of test. ".  Indeed, this is a good starting point for young children. However, it is likely that students may not take it seriously; also, there is no English learning evaluation to propel students to learn. In the end, students may not have solid fundamental knowledge of English. Once they enter junior high schools where the subject English is going to be put in the testing list, students may feel a great stress of learning English for they have to learn English from the very beginning.