Taiwanese elementary school English teachers’ design and implementation of concept-based instruction

This collective case study investigated the design and implementation of concept-based instruction among ten Taiwanese elementary school English teachers. Thematic analysis of documents, interviews, and classroom observations yielded three key findings. First, teachers’ conceptual decision-making was guided by curriculum standards, learners’ experiences, and local contextual characteristics. Second, teachers employed diverse instructional strategies, such as multimodal approaches to introducing key concepts and learning activities that facilitated learners’ conceptual connections and understanding. Third, challenges arose in relation to learners’ English proficiency levels, scaffolding practices, and assessment. Implications and recommendations for the effective design and implementation of concept-based instruction are discussed.