Dr. Wen-Hsing Luo received her Ph.D. from Ontario Institute for Studies in Education at the University of Toronto (OISE/U of T). Currently, she is an Associate Professor with the Department of English Instruction at National Tsing Hua University, Taiwan.

Her research interests include English as a lingua franca, Native English-speaking teacher (NEST) and non-NEST studies, bilingual education, and English teacher education and professional development.

羅文杏  加拿大多倫多大學課程與教學博士

現職：國立清華大學英語教學系副教授

主要研究領域：通用英語（ELF）研究、中外師英語協同教學、雙語教育、 英語師培教育

Since the Taiwanese National Development Council announced that the bilingual policy would be the prime national policy, approaches to promoting bilingual education have been widely discussed in Taiwan. This presentation aims to investigate the planning of bilingual teaching by in-service teachers in elementary and junior high schools in Taiwan. The presenter examines (1) the principles that bilingual teachers (including content teachers and English teachers) integrate into bilingual lesson planning; (2) how bilingual teachers’ integration of these principles differs considering the types of teachers, levels of schools, and bilingual teaching experiences; and (3) challenges facing teachers in planning bilingual teaching. The findings indicate that when planning bilingual lessons, the teachers frequently considered the principles regarding the dimensions of content, language, teaching methods, teaching activities, materials, assessment, and class arrangement. On the other hand, teachers’ integration of the principles differed between teacher groups. Additionally, when planning bilingual teaching, English teachers encountered challenges such as limited content pedagogical knowledge and the need to decide the weight of the language component in balancing content and language instruction. For content teachers, the challenge was the uncertainty of target language use in bilingual teaching. Based on the findings, several suggestions are made for professional development for in-service bilingual teachers in Taiwan. It is suggested that Taiwan’s Ministry of Education consider the factors of teacher types and school levels when developing in-service training courses. Additionally, training on the English language needs to be re-evaluated in the professional development courses for bilingual teachers in Taiwan, particularly for English language teachers. This presentation sheds light on bilingual lesson planning in Taiwan, and accordingly, proposes suggestions on bilingual teacher training.