1110325【Becoming】為何、為誰英語授課？ 透過英語授課政策重新檢視語言、教學和知識的建構【完整版】
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- Опубліковано 30 вер 2024
- 雙語教育中心邀請到外文系 張心瑜助理教授 分享 為何為誰英語授課 ?透過英語授課政策重新檢視語言、教學、和知識的建構，以討論交流方式進行分享。
張教授研究領域為語言政策及規劃、雙語及多語教育等。分享會中提到EMI課程可能遇到問題，包括學校政策、學生語言背景等。同時張教授也和現場老師深度討論使用英文授課與學生實質收穫之間的關係。
4月還有兩場活動：#生物科技研究所的林邵品教授分享會 、 #師大副教務長林子斌教授講座 。歡迎全校師踴躍參加！一起來挑戰英授課程，飛越國際！
詳情請洽CBE網站
cbe.ntu.edu.tw/
CBE held another EMI Sharing Session on March 25th, 2022. Professor Sin-Yi Chang from the Department of Foreign Languages and Literatures at NTU was invited to share her experience on the topic of "EMI for Whom and for What? Rethinking the Relationship Between Language, Pedagogy and the Politics of Knowledge."
Professor Chang's research focuses on the language policies & plannings and the bi/multilingual education. During her presentation, Professor Chang mentioned the challenges that one might encounter when designing an EMI course, such as the university's language policies, the students' language backgrounds, and the students’ reactions in classes. She also shared her research findings on various courses from different fields of studies where English or Chinese is the medium. She provided more ideas and advices inviting the participants to reconsider the relationship between EMI and the students’ learning outcomes.
Prof. Shau-Ping Lin from the Institute of Biotechnology at NTU and Dr. Tzu-Bin Lin, Associate Vice President for the Office of Academic Affairs from National Taiwan Normal University, will be our guest speakers in April. We hope to see more teachers and students to joining our future events! If you are interested in our events, please visit CBE’s official website or follow us on Facebook.
Finally a professor who can deliver a talk on EMI in English. Most relevant interviews with other “scholars” on the subject are still done in Chinese, ironically. Cindy you ROCK !!!
it looks like the participants (around twenty professors?) in this workshop engaged themselves in the "dialogue/interaction" NOT that much, which on the other hand college students are usually expected to do in EMI classes.
(maybe the camera just didn't shoot and show the dialogue/interaction part)
在雙語課程講一堆縮寫的字根本沒人聽得懂。
外國人是ppt放縮寫，講的時候全名縮寫都再講一次。
台灣的英語授課根本自high
If nothing gets started, we will be restrained somehow….😢
Do all of the professors who are so erudite really really realize how to make bilingualism in real? Bilingualism should be based on those who speak mother language along with *official language*
Or is it truly a kind of “ policy* , which is filtered to remove somebody ?😑
Is Mandarin our official language? Is English our mother language? Or vise versa?
EMI at the college level is not just about bilingualism. I understand why you are associating the two, but having the ability to provide high quality english mediated instruction is vital to a higher education institution, which is (part of) the reason there is the policy and the reason to have the forum.
雙語政策不是上國語體育課都要烙幾句？還是全程英文？請問圓周率面積等等講英文同學聽的懂？孔子孟子道德經用英文？小學生開始沒花錢補習沒幾個英文好，雙語只會更造貧富差距也是英文程度的差距。這些菁英教室可以落入凡間一下嗎？
全面的雙語教育 家長就不用花大錢給孩子補英文。就說是雙語 中文當然用中文教學啊？數學為什麼不能用英文上課？從小一半時間中文一半時間英文！就跟雙語家庭一樣，自然而然學兩種語言。
@@月容-i8y 那為啥現在從小一就開始教英文，連學校老師的小孩都是從小一在外面補英文?可以去做調查班上英文成績差的幾乎都是沒補習的，所以全面雙語只會造成家長恐慌更早送孩子進補習班。
我想了解一下，這些講英文嚇嚇叫的老師，有多少%比例是留學國外的？ 如果極高比例%都是留洋的老師，那談雙語這些都是假議題啦
So you mean those studying overseas could not implement bilingual policy?! 😅
@@MultiJustindavis If you understand my article in this way, it indicates that your depth of thought is insufficient, and your ability to comprehend Chinese is also lacking. Chinese individuals who study and excel in English, particularly those who have studied or lived in English-speaking countries, do so because they are immersed in an English-speaking environment. They may already be familiar with Chinese due to their upbringing in a Chinese-speaking family, making it easier for them to develop bilingual proficiency. This is similar to how mixed-race individuals often find it easier to cultivate bilingual abilities.
However, in Taiwan, the predominant social and familial language context is Taiwanese and Chinese, with limited exposure to English. Without the support of a language-rich environment, expecting students to become fluent in both languages solely through bilingual policies is simply a fantasy. Moreover, it may lead to a decline in students' proficiency in other academic subjects. Can you comprehend this with your level of intelligence?
就是因為台灣沒雙語教學 要增進口說 只能出國留學啊
@@月容-i8y 出國留學個一年，口說就嚇嚇叫了，搞什麼雙語? 直接補助學生出國留學比較快