國家教育研究院

　　「英語」是和世界接軌的重要溝通工具，提升全民英語能力為國家發展計畫之要 項。為配合國小英語教學向下延伸並提升偏遠地區英語教學師資，教育部於2004 年發 布實施「教育部推動國民中小學英語教學合作團隊實施計畫」，政策推行迄今屆滿十 年，期能透過本研究探究我國引進外籍英語教師實施成效、困境及未來改善參考。本 研究目的有三：（一）了解2004-2014 年我國引進外籍英語教師政策之發展歷程與現 況；（二）從利害關係人觀點檢視引進外籍英語教師政策之實施成效與困難；（三）提 供引進外籍英語教師政策未來改善之建議。

　　本研究實際執行時間為五個月，採文件分析、專家訪談及焦點團體座談等研究方 法，進行2009-2014 年「引進外籍英語教師專案」專案報告之內容分析，並透過深度 訪談與焦點團體座談，蒐集利害關係人不同面向之觀點。研究獲致結論如下：在政策 實施成效方面，包含：（一）增加學生國際文化刺激；（二）提升學生英語聽說能力；（三） 促進教師英語專業成長；（四）塑造校園英語文化情境；（五）拓展我國教育外交空間。 在政策實施困境方面，包含：（一）國外召募工作日益艱難；（二）國內聘僱法令程序 繁雜；（三）生活溝通適應亟需協助；（四）同儕教學合作模式不足；（五）流動頻繁資 歷不易累積。

　　依據研究結論，本研究對教育政策建議包含：（一）納入偏鄉創新整合外籍師 資；（二）結合數位科技擴大服務效益；（三）借重資深外師發揮輔導效能；（四）擴充 資訊平台建立專業社群；（五）獎勵優秀外師延長聘僱年期。本研究對教育政策之貢獻 包含：（一）檢視2004-2014 年我國引進外籍英語教師政策之發展歷程與實施現況，做 為後續政策規劃之參考。（二）了解中央與地方教育主管機關及學校之行政人員、中外 籍英語教師、學生及家長等利害關係人對引進外籍英語教師政策之看法與建議，做為 後續政策實施之參考。（三）評估引進外籍英語教師政策成效，做為後續政策調整之參 考。

　　English is an important communication tool for connection to the world, while enhancement of national English proficiency is an essential element of the national development projects. To extend the English teaching to elementary schools and reinforce the English teacher quality in remote areas, the Ministry of Education in 2004 promulgated and implemented the Ministry of Education Public Elementary and Junior High School English Teaching Team Promotion Program. It's been a decade since the commencement of the program. This research is aimed to investigate the implementation effects and difficulties of introducing foreign English teachers to local English teaching, and based on the results to set references for future improvement. Therefore, this research comes with three objectives: (1) to understand the development history and status quo of the policy of recruiting foreign English teachers to local English teaching, implemented from 2004 thru 2014; (2) from the point of stakeholders' view, to investigate implementation effects and difficulties of the policy of recruiting foreign English teachers; (3) to provide suggestions on improvement of future policies of recruiting foreign English teachers.

　　This research was proceeded for five months. During that period of time, the research methods of document analysis, interviews and focus groups were taken, through which reports of the 2009-2014 Foreign English Teacher Recruitment Program were analyzed, and by in-depth interviews as well as focus groups, the viewpoints of stakeholders in different perspectives were collected. This research has come to the following conclusions: (1) the implementation effects include: 1. enhancement of students' international culture stimulation; 2. promotion of students' English listening and speaking ability; 3. growth of local English teachers' professionalism; 4. shape-up of campus English culture scenario; 5. extension of our education diplomatic space; (2) the implementation difficulties include: 1. recruitment of foreign English teachers becomes more and more difficult; 2. the employment regulations on hiring foreign teachers are too lengthy and complicated; 3. foreign teachers desperately need help in adaption to the local daily living; 4. colleague collaboration model is deficient; 5. high turnover rate makes it difficult to accumulate experience; (3) suggestions for future include: 1. accommodate remote schools in the innovative and integrated foreign English teacher recruitment program; 2. broaden the service effects by incorporating digital technology; 3. exert English counseling effects with the professionalism of senior foreign teachers; 4. expand professional communities through information platforms; 5. provide incentives for foreign teachers to sing up for long-term employment.