探索臺灣小學以英語為教學語言（EMI）的實施：師資培育角度的觀察

This article examines the bilingual education practices of English as the Medium of Instruction (EMI) at elementary schools in Taiwan and analyzes the current challenges from the teacher education perspective. Different interpretations of bilingual education at various levels have confused the implementation of bilingual instruction. Insufficient training for bilingual teachers has resulted in issues related to professional and English competencies. Besides, administrative influences on bilingual education have constrained teacher professionalism and student learning outcomes. To address the issues, this article proposes comprehensive teacher training focusing on cultivating a multilingual and multicultural mindset. It also suggests developing essential bilingual teaching competencies, starting with teachers’ comfortable use of English and gradually integrating language with subject content. Lastly, it advocates establishing a supportive professional environment, encouraging teacher-initiated professional dev