香港教育大學 The Education University of Hong Kong
哥倫布 發音庫 Columbus.cool
雙語化學習計畫經費支給規定 Regulations for the Funding of the Bilingual Learning Program國立陽明交通大學學生雙語化學習計畫之重點培育學院經費支給規定
111.11.16 1110047336 字號簽案核可
一、為有效執行教育部大專校院學生雙語化學習計畫之重點培育學院，在此計畫之整體目標及階段 性績效指標架構下，依據大專校院推動雙語化計畫補助暨經費使用原則，訂定本校「學生雙語 化學習計畫之重點培育學院經費支給規定」（以下簡稱本規定）。
1、 學校編制外，聘任國內外學者、專家、技術人員或博士後研究人員擔任教學人員及編制外 計畫管理人才之薪資。
2、 編制內教師（包括研究人員及專業技術人員）除本俸、學術加給及主管職務加給以外之經 費(含彈性薪資及開設全英語課程獎勵金)。
(1) 開設全英語課程依必選修課程及修課人數以點數計算獎勵金。必修課每學分 1 點，選修 課依選修學生人數分級：20 人(含)以上每學分 1 點；1-19 人每學分 0.5 點。若多位教師 共同擔任同一課程教學時，則由系所依據教師的授課時間分配比例，將課程學分數配給 教師。每點獎勵金以 1 萬元為原則，然實際金額視當年度核定之計畫經費與使用情況與 使用情況調整。語言訓練課程、書報討論、論文研討、專題、演講等性質之相關課 程不得支領獎勵金。
(2) 錄製雙語教學相關之線上影片課程，以便放置連結於各系網站或雙語辦公室網站，供學 生線上學習使用。影片長度每兩小時 1 點，每點獎勵金以 1 萬元為原則，然實際金額視 當年度核定之計畫經費與使用情況與使用情況調整。
(3) 為鼓勵英語教學，增設英語教學獎，院評審委員由系推薦之英語教學教師名單中，視情 形選出若干名「院英語教學獎」得主，由學院頒發獎狀及每人獎金新台幣壹萬元整。
3、 辧理雙語教學相關之講座、工作坊、研習會、座談會、訓練進修和學生英語能力競賽等活 動之費用。
4、 辧理雙語教學相關之講座、工作坊、研習會、座談會、訓練進修和學生英語能力競賽時， 得聘請校內外專家學者之講座鐘點費，及校外專家學者出席費、審查費等相關費用。
5、 聘任編制外專案工作人員之薪資，包括教學指導員（mentor）、教學助理(TA)人才或相關 行政人員、助理等薪資、鐘點費、津貼或工讀金等費用。臨時工資和工讀金依照本校支給 規定辦理。
6、 教師參與本校國際高教培訓暨認證中心 (Higher Education Accreditation for Teaching, HEAT) 培訓並獲得國際高等教育專業認證 (HEA Fellowship) 之培訓費用。
8、 獎勵本校非英語系國家之學生參與英語能力檢測，以提升英語能力，獎勵檢測之成績標 準、獎勵金額上限及獎勵辦法如下：
(1) 「財團法人語言訓練測驗中心」舉辦之全民英語能力分級檢定測驗 GEPT：通過中高級 初複試（含聽說讀寫四項），獎勵 3000 元；通過高級初複試（含聽說讀寫四項），獎勵 5000 元。
(2) 托福測驗 (TOEFL)：iBT (Internet-Based T )：79 分 (含) 以上者，獎勵 3000 元 ; 92 分 (含) 以上者，獎勵 5000 元。
(3) 雅思 (IELTS)：聽說讀寫皆達 6.0 (含) 以上者，獎勵 3000 元 ; 聽說讀寫皆達 6.5 (含) 以上者，獎勵 5000 元。
(4) 多益(TOEIC): 聽力及閱讀成績總和達 785 分(含) 以上且口說及寫作成績總和 310 分 (含)以上者，獎勵 3000 元；聽力及閱讀成績總和達 945 分(含) 以上且口說及寫作成績 總和 360 分(含)以上者，獎勵 5000 元。
(5) 英國劍橋大學國際英文認證（Test of Cambridge Certificate）：聽說讀寫四項成績 皆達 CEFR B2 等級(含)以上者，獎勵 3000 元；聽說讀寫四項成績皆達 CEFR C1 等級(含) 以上者，獎勵 5000 元。
(6) 英國劍橋大學領思英語檢測（Linguaskill）：聽說讀寫四項成績皆達 CEFR B2 等級 (含)以上者，獎勵 3000 元；聽說讀寫四項成績皆達 CEFR C1 等級(含)以上者，獎勵 5000 元。
(7) 自 110 學年度起參加英語能力檢測達標準，每人獎勵以一次為限，凡接受過任一獎勵 者，不得再提出申請。
(1) 學生英語能力競賽由校內外委員評選出冠、亞、季軍各一名（隊），以及佳作三名 （隊）。
(2) 競賽為個人競賽時，學生英語能力競賽獎金上限：冠軍一名 2 萬元；亞軍一名 1 萬元； 季軍一名 5000 元；佳作每名 2500 元。
(3) 競賽為團體競賽時，學生英語能力競賽獎金上限：冠軍一隊 4 萬元；亞軍一隊 2 萬元； 季軍一隊 1 萬元；佳作每隊 5000 元。
(4) 以上獎項與獎金，得按舉辦活動需求，分組頒發，例如：研究所/大學部組，冠、亞、 季、佳作；不同領域組別(醫學組/工程組/人社組/...)，冠、亞、季、佳作。
National Yang Ming Chiao Tung University Student Bilingual Learning Program
Key Cultivation College Funding Regulations
In order to effectively implement the Ministry of Education's key cultivation colleges for student bilingual learning program, based on the overall goals and phased performance indicators of this program, and in accordance with the principles of subsidy and funding utilization for promoting bilingual education programs in higher education institutions, these "Funding Regulations for Student Bilingual Learning Program Key Cultivation Colleges" (hereinafter referred to as "these regulations") are established.
Funding Source: Subsidies provided by the Ministry of Education for the key cultivation colleges of our university's student bilingual learning program.
Faculty members of the key cultivation colleges should teach their individual courses in English, taking into account the course content, characteristics, and future development. This includes the use of English textbooks and conducting teaching, seminars, and grading in English.
In order to enhance the overall bilingual learning environment of the school, strengthen the cultivation of bilingual professionals for full English instruction, and improve students' English proficiency, the funding usage scope is as follows:
(1) Salaries for hiring domestic and international scholars, experts, technical personnel, or postdoctoral researchers as teaching staff and personnel for non-regular programs outside the school's establishment.
(2) Expenses for regular teachers (including researchers and professional technical personnel) in addition to their basic salary, academic allowances, and managerial position allowances (including flexible salaries and incentives for offering full English courses).
Incentive rewards for offering full English courses are calculated based on credit points according to the required and elective courses and the number of students enrolled. For required courses, 1 point per credit; for elective courses, the points are graded based on the number of students enrolled: 1 point per credit for 20 students or more; 0.5 points per credit for 1-19 students. If multiple teachers jointly teach the same course, the department will allocate the course credits to the teachers based on their teaching time proportion. The incentive reward is generally set at 10,000 NTD per point, but the actual amount may be adjusted based on the approved project funding and usage in the current year. Language training courses, discussions of papers and articles, thesis seminars, projects, speeches, and other related courses are not eligible for incentive rewards.
Recording online video courses related to bilingual instruction to be linked on department websites or the bilingual office website for students' online learning. Each 2-hour video is considered as 1 point, and the incentive reward is generally set at 10,000 NTD per point, but the actual amount may be adjusted based on the approved project funding and usage in the current year.
To encourage English instruction, an English Teaching Award will be established. The College Evaluation Committee will select several recipients of the "College English Teaching Award" from the list of English teaching teachers recommended by the departments. The college will present certificates and award each recipient a prize of 10,000 NTD.
(3) Expenses for organizing bilingual instructional lectures, workshops, seminars, panel discussions, training programs, continuing education, and student English proficiency competitions.
(4) When organizing bilingual instructional lectures, workshops, seminars, panel discussions, training programs, and student English proficiency competitions, expenses related to hiring experts and scholars both from within and outside the school, such as speaker fees, attendance fees, review fees, and other relevant expenses, may be incurred.
(5) Salaries for hiring non-regular project staff, including teaching mentors, teaching assistants (TAs), administrative personnel, assistants, and other related expenses such as hourly fees, allowances, or work-study wages. Temporary wages and work-study wages will be provided in accordance with the regulations of our university.
(6) Expenses for teachers participating in training programs offered by our university's Higher Education Accreditation for Teaching (HEAT) and obtaining international higher education professional certification (HEA Fellowship).
(7) Expenses related to student learning, counseling, international exchanges, and enhancing student learning outcomes.
(8) Incentives for non-native English-speaking students from our university to participate in English proficiency tests, aimed at improving their English proficiency. The criteria, maximum reward amounts, and incentive methods are as follows:
General English Proficiency Test (GEPT) organized by the Language Training and Testing Center: Passing the intermediate-advanced initial examination (including listening, speaking, reading, and writing) will be rewarded with 3,000 NTD; passing the advanced initial examination (including listening, speaking, reading, and writing) will be rewarded with 5,000 NTD.
Test of English as a Foreign Language (TOEFL): For the iBT (Internet-Based Test), a score of 79 or above will be rewarded with 3,000 NTD; a score of 92 or above will be rewarded with 5,000 NTD.
International English Language Testing System (IELTS): Achieving a score of 6.0 or above in each section (listening, speaking, reading, and writing) will be rewarded with 3,000 NTD; achieving a score of 6.5 or above in each section will be rewarded with 5,000 NTD.
Test of English for International Communication (TOEIC): For the combined listening and reading scores, achieving a total score of 785 or above, and for the combined speaking and writing scores, achieving a total score of 310 or above, will be rewarded with 3,000 NTD; achieving a total score of 945 or above for listening and reading, and a total score of 360 or above for speaking and writing, will be rewarded with 5,000 NTD.
Cambridge English Qualifications: Achieving a score of at least CEFR B2 level (or above) in all four sections (listening, speaking, reading, and writing) will be rewarded with 3,000 NTD; achieving a score of at least CEFR C1 level (or above) in all four sections will be rewarded with 5,000 NTD.
Cambridge Assessment English Linguaskill: Achieving a score of at least CEFR B2 level (or above) in all four sections (listening, speaking, reading, and writing) will be rewarded with 3,000 NTD; achieving a score of at least CEFR C1 level (or above) in all four sections will be rewarded with 5,000 NTD.
Starting from the 110th academic year, each individual who meets the English proficiency test criteria will be rewarded only once. Applicants who have previously received any of the rewards are not eligible to reapply.
(9) Expenses related to organizing student English proficiency competitions and award prizes.
Student English proficiency competitions will be evaluated by internal and external committees, and one champion, one runner-up, one second runner-up, and three commendable works (individual or team) will be selected.
For individual competitions, the maximum award amounts for the student English proficiency competition are as follows: Champion - 20,000 NTD; Runner-up - 10,000 NTD; Second runner-up - 5,000 NTD; Commendable work (per person) - 2,500 NTD.
For team competitions, the maximum award amounts for the student English proficiency competition are as follows: Champion (per team) - 40,000 NTD; Runner-up (per team) - 20,000 NTD; Second runner-up (per team) - 10,000 NTD; Commendable work (per team) - 5,000 NTD.
The above awards and prize money can be distributed in groups according to the needs of the event, for example: graduate school/undergraduate division category - champion, runner-up, second runner-up, commendable work; different field categories (medical, engineering, social sciences, etc.) - champion, runner-up, second runner-up, commendable work.
(10) Directly related expenses for establishing a fully English instructional environment, including software and hardware setup.
(11) Organizing domestic and international bilingual teaching and academic exchange activities.
(12) Funding related to regional resource sharing and inter-school exchanges.
(13) Other expenses required to promote the establishment of a bilingual teaching environment in the school, including website design, setup, and maintenance costs.
The verification and criteria for the reimbursement of related expenses shall be carried out in accordance with the "Subsidies and Principles for the Use of Funds for Promoting Bilingualization in Higher Education Institutions."
The implementation of these payment regulations shall be carried out after approval by the school principal, and any amendments shall follow the same process.
2023 Jan 11 Seminar in Medical Field NYCU x CMU第一部分-兩校對雙語教學交流
LLWC English Workshops
Free Lunch Free Talk(連結國際理解文化特性)
If you can have both hands to EMPOWER yourself, why not?
TU X NTU X NYCU EMI SEMINARTM x NTU x NYCU EMI SEMINAR
歡迎天普大學副校長MARTYN JOHN MILLER、台大雙語教育中心與台大EMI教學資源中心來訪陽明交通大學，進行EMI學術研討會
Nov 23, 2022(Wed.) 14:30-17:30
Zhi Xing Building (front) room 203
Why bilingual education?
Divergent thinking, memory, reasoning, and problem-solving abilities
Awareness and appreciation of different cultures
Flexibility, adaptability, and openness in attitude
Globalization: language learning is central to politics, economics, history, and education
Can we really trust current English proficiency tests (TOEFL, CEFR, IELTS, etc.)?
They could be biased.
Students with high test scores can’t really deliver their professional knowledge in English.
Is money the best motivation?
It won’t be sustainable.
International personnel costs more than local personnel
Does the government have a commitment to them?
Is CEFR B2 level enough for students to take EMI courses?
B2 is only daily conversation; C1 is more suitable for most academic studies, because C1 students
Speak English fluently and spontaneously
Do not see English as intimidating
Why don’t we start preparing students for B2 level at high school, and help them reach C1 level in the first year of university?
For faculty development
Improve faculty on English proficiency and pedagogy: extended pedagogy workshops
1 to 2 days, for more than 2 hours/each, conducted in English
Not just teach English, but also pedagogy
Peer teaching with foreign faculty member
Classroom observation through objective, non-threatening methods
When an outsider walks in the classroom, it really scares both the students and the teacher.
Provide resources on teaching international students
Making teaching award winners mentors
For students’ language proficiency
2 day intensive orientation
Student leadership: encourage students to lead something
International Student Advisory Board
Temple Student Government
Student Worker Positions
International students’ working opportunity
Student Success Center
(Low stress/ must speak English)
Writing and Research Retreats
International coffee hours (the problems they’re facing in their countries right now)
Question: Although at least 60% of students in NYCU reach CEFR B1 level, students’ English proficiency is still one big challenge in EMI courses. Any good strategy for this?
In their freshman year, spend more time/ put more English language courses in the curriculum to enhance their English proficiency.
Peer teaching: students learn more from their classmates
What Temple did: intensive 4-week language training before the semester begins for those with lower English proficiency
Statistics have shown that it’s enough to help them go through EMI courses
Ideally no more than 15 students/per class; maximum 18 students; with 1 instructor
Question: How can we find an EMI teacher’s true passion or motivation?
Select high motivated EMI teachers
Question: How do we encourage students? How can we use all these resources to maximize the impact?
Many medical students think that they’ll eventually be serving local people, so they don’t care about being bilingual or not.
They’ll need to speak not only Mandarin, but also dialects, Hakka, etc. There stands the importance of picking up another language.
To maximize the impact of all the resources, think about collaboration.
Lots of students from NYCU Hsinchu campus (most with engineering background) want to work abroad/in an international company, which serves as a good incentive
Students care about their professional development outcomes, so tell them how much money they can make by adding a language
Suggestion: immerse students more in the bilingual environment
Open EMI classes consistently (every semester)
Use english to study
Question: In Taiwan, the students are not ready to become bilingual yet, but the government is pushing. Has Dr. Miller observed any similar situation in other universities?
Dr. Miller: I don’t really have this kind of experience. But, Canada is the model. It’s been only 20~30 years for them to come this far, becoming bilingual. We need to learn from them.
Canada (supporting environment)
Has a national definition of “bilingual”
Government employees need to pass French tests
Taiwan (top-down policy)
Money from government is not stable/ sustainable
“You can give me lots of money but you can’t buy Chinese out of me.”
Do people really need English in Taiwan?
Suggestion: The nation needs to embrace this policy as a whole, and to accept English as a second language. Until then, promoting EMI courses won’t be easy.
Suggestion: to create EMI teaching awards
For teachers who really generate impact to the society
Sharing: challenges in NTU
Although student’s English proficiencies are better, NTU still works on improving it
全英培力課程: teach about the foundation of language
Activities to create bilingual environment: English corners, workshops, etc
Authorized by University of Queensland
Participants are coached 1 by 1
The winner goes to Australia for further competition
These activities are actually quite popular: about 4,000 students participated
NTU doesn’t intend to separate students from faculties. These activities are for both the students and the faculty
Real challenge: finding those students who have the potential/ they don't have the opportunity to show their potential
Question: Speaking of motivated/ not-motivated/ likely to be motivated students, what kind of students should we focus on in the long run?
Ans: students who are likely to be motivated
We aim for the potential, see it as an investment.
Suggestion: when the problem goes back to the policy maker
The KPI of current policy is not realistic. 10 years is not enough to achieve it.
Communicate or negotiate with the government side/ speak up to MOE
Education is an economic engine. Show them how the BEST program will bring in money.
The USA has realized that education is a business. Economic impact indicators are made to prove that point. It took almost 20 years for the USA to bring industry in, then the money will speak up. (Reference: 2022 Economic Report of the United States)
[2022.11.10] 111學年11月份EMI教師經驗交流會 November EMI Teacher Experience Sharing Meeting in the 111th Academic Year111學年11月份EMI教師經驗交流分享會
對於專業背景的歧異，了解並尊重學生背景，透過跟學生的聊天，調整上課的形式，加入一些online teaching tool。
在政策面/執行面上，必修/證照專業科目要翻轉成EMI授課還是有許多壓力，因為是證照考試的系所，因此系上是從選修開始翻轉。對於學生，會希望以鼓勵性取代強制性，讓學生有夠多學習動機，進而增加學習表現。對於教師端，會建議鼓勵的配套措施(如教師評鑑)。最終回到教育本質上，百年樹人/素質養成really takes times!
November EMI Teacher Experience Sharing Workshop of the 111th Academic Year
Speaker: Teacher Zhang Yixin from the Department of Biomedical Engineering and Biotechnology
Date: November 10, 2022
Location: Room 203, Front Building of Zhixing Building
Participants: Teacher Chen Qiaonan, Teacher Zhang Jingzhi, Teacher Zhuang Huiyan, Teacher Lu Jiafeng, Teacher Yan Weizhe, Teacher Gao Yujie, Teacher Cai Minghan, Teacher Xue Te, Ye Zuxiu, Chen Yijie
Experience sharing content:
Original Intention/Motivation and Changes
Starting from the European Summer School, with 2 credits/36 hours, and students from 18 different countries, it opened the journey of English teaching. In 2011, I was invited to teach courses in the International Health Program at Yang Ming University, which gave me a different perspective on education.
Ideas about English Teaching
Over the past 11 years, the experience of English teaching has been different every year. In 2022, starting from this semester, teaching EMI courses, I discovered that EMI teaching is really different from English teaching because of the characteristics of the students we face, which are completely different.
Foreign vs Taiwanese Students
Foreign students have several characteristics: strong motivation to learn, strong initiative/interactivity. Although there is not much difference in English proficiency in international programs, differences in accents sometimes lead to memorable incidents in communication. Finally, there is the diversity in professional backgrounds. In this aspect, by understanding students' backgrounds and having conversations about their daily lives, we can determine course design and content to deepen knowledge in students' minds.
Taiwanese students are not like foreign students. Their motivation to learn is generally lower, not to mention interactivity. How to motivate Taiwanese students to improve in these areas is something that teachers need to put more effort into in course design.
Teaching Experience and Suggestions
Regarding the diversity in professional backgrounds, it is important to understand and respect students' backgrounds and adjust the format of classes through conversations with students, incorporating online teaching tools.
For EMI courses, which are taught on a per-session basis, it is recommended to explain the course outline in the first class and provide definitions of specialized terms with the assistance of Chinese.
Increase the time for Q&A. Finally, conclude the entire class to leave a stronger impression on students.
In terms of policy/implementation, there is still a lot of pressure to transform compulsory/licensed professional subjects into EMI courses because it is a department related to licensing exams. Therefore, the transformation starts from elective courses. For students, it is hoped to replace compulsion with encouragement, providing them with sufficient motivation for learning and thereby improving learning performance. For teachers, it is recommended to have supportive measures such as teacher evaluations. Ultimately, it returns to the essence of education, "Educating students for a century/developing their qualities" really takes time!
[2022.10.19] 111學年10月份EMI教師經驗交流會 October EMI Teacher Experience Sharing Meeting in the 111th Academic Year111學年10月份EMI教師經驗交流分享會
October EMI Teacher Experience Sharing Meeting in the 111th Academic Year
Speaker: Mr. Chen Qiaonan from the Department of Physical Therapy and Assistive Technology
Date: October 19, 2022
Location: Classroom 203, Front Building of the Zhixing Building
Experience Sharing Content:
Through form submissions, it was found that EMI teaching is perceived by students as a way to step out of their comfort zone. Quantitative data from the forms showed that students believed EMI teaching can improve their English proficiency, enhance their competitiveness in future employment, increase their focus in the classroom, and not find the understanding of subject matter overly challenging.
Student feedback included the request for Chinese explanations of specialized terminology, recognition of the effectiveness of group discussions as a learning method, and acceptance of tools like Kahoot to understand key points of the course. Students did not exhibit the anticipated resistance towards EMI teaching.
Bilingual teaching can place a significant amount of stress on teachers. What can be done to address it?
Coping with the Challenges of Bilingual Instruction Bilingual instruction poses challenges for teachers, including self-confidence, language proficiency, and building trust with students.
Leading by example, creating a friendly and supportive classroom environment, and reassuring students that language is a tool for communication can help overcome these challenges.
Being a role model, letting students know that teachers also face challenges, fears, and pressure, but are willing to try and do their best. Encouraging students to provide honest feedback can create a win-win situation for both teachers and students.
Required Course for Sophomores in the Department of Physical Therapy and Assistive Technology: "Gerontology and Successful Aging"
Group discussions and representative presentations.
Students demonstrate good English proficiency.
The presence of international students in the class contributes to bilingual instruction.
In addition to regular class activities, the use of Kahoot for interactive quizzes is beneficial.
Bilingual instruction enhances students' habits and courage in communicating in English and strengthens their ability to interact internationally as future leaders of the country.
As educators, it is our responsibility to educate the next generation and strive to ensure that their learning experiences are not compromised. We actively review and adjust our teaching methods to maximize the benefits that bilingual instruction can bring to students.
[2022.09.29] 111學年9月份EMI教師經驗交流會 September EMI Teacher Experience Sharing Meeting in the 111th Academic Year111學年9月份EMI教師經驗交流分享會
Our Students are Good Enough: They can do more than what we expected
Course Design is the Key: Not English but Couse Design Matters
EMI Video Clips
Blended Learning: Student support and motivation
Blended Learning: Padlet
Review Quiz: Kahoot
September EMI Teacher Experience Sharing Meeting in the 111th Academic Year
Sharing Teacher: Ms. Gao Yu Jie from the Department of Biomedical Imaging and Radiological Sciences
Date: September 29, 2022
Location: Classroom 203, Front Building of Zhixing Hall
Experience Sharing Content:
Our Students are Good Enough: They can do more than what we expected
Through student feedback forms in the classroom, we have discovered that students are not as resistant to EMI courses as we might have imagined. In fact, students have provided feedback that the EMI teaching model can be continued for future students. In the process of preparing for EMI, teachers are no longer limited to traditional face-to-face teaching. Asynchronous online courses have become a new mode of teaching in the modern era, and they have gained the support and appreciation of many students.
When it comes to EMI teaching, students may still prefer courses taught in Chinese. However, does the difficulty level of the course increase significantly due to the language barrier? The feedback from students is clear: the difficulty does increase to some extent, but it does not make students feel overwhelmingly defeated. Therefore, teachers still have the motivation to embrace EMI.
Course Design is the Key: Not English but Course Design Matters
EMI Video Clips
Divide the content of online courses into 15-20 minute video clips, making it easier for students to access and annotate the progress of the videos.
Blended Learning: Student support and motivation
Use tablets to record the course content and utilize the internet to help students acquire new knowledge, practice, and discuss with classmates. In-class activities focus on applying new knowledge to problem-solving, helping students organize and summarize their own knowledge. The success of Blended Learning lies in students' ability to learn autonomously, not solely relying on teacher lectures to acquire new knowledge.
Blended Learning: Padlet
Through Padlet, students can present their class assignments in groups, and the outputs can be exported as PDF files, serving as students' learning records.
Review Quiz: Kahoot
Using a simple interactive platform, a 3-5 minute quiz can assess students' learning progress for the day.
[2022.07.27] 大學專業領域英語授課有效教學策略與示例 Effective English-Medium Instruction (EMI) Pedagogy and Examples in Taiwan Higher Education大學專業領域英語授課有效教學策略與示例
與學生同在一起，EMI數位轉型與混合式學習的華麗變身：成功大學 護理學系 柯乃熒教授
醫學技術領域英語授課之挑戰與策略：陽明交通大學 生物醫學影像暨放射科學系 盧家鋒教授
亂入EMI叢林者的告白：清華大學 電機系/光電工程研究所 楊尚達教授
英語焦慮者如何準備EMI：陽明交通大學 材料科學與工程學系 鄒年棣教授
（二）時間：2022/07/27（三） 10:00~12:00 13:30~15:30
Effective English-Medium Instruction (EMI) Pedagogy and Examples in Taiwan Higher Education
(1) Theme and Speakers:
Along With Students: Transforming Teaching through Digital and Blending Learning - Professor Ke Naiying, Department of Nursing, National Cheng Kung University
Challenges and Strategies for EMI Courses in Medical Technology - Professor Lu Jiafeng, Department of Biomedical Imaging and Radiological Sciences, Yang-Ming Chiao Tung University
My EMI Stroy: A Beautiful Accident?! - Professor Yang Shangda, Department of Electrical Engineering/Institute of Photonics, National Tsing Hua University
How to prepare EMI as a nervous English speaker - Professor Zou Niandi, Department of Materials Science and Engineering, Yang-Ming Chiao Tung University
(2) Date: July 27, 2022 (Wednesday)
(3) Time: 10:00 AM - 12:00 PM, 1:30 PM - 3:30 PM
(4) Event Format: In-person + Online
[2022.04.13] 110學年04月份EMI教師經驗交流會 April EMI Teacher Experience Sharing Meeting in the 110th Academic Year110學年04月份EMI教師經驗交流會
分享教師：心智哲學研究所 嚴偉哲教授 & 生物醫學影像暨放射科學系 盧家鋒教授
•Do you think it’s reasonable for Taiwan to promote English- Medium Instruction (EMI)? If so, why? If not, why not?
•How can we incentivize teachers to teach EMI courses? How can we incentivize students to take EMI courses?
•What are the biggest challenges when it comes to converting a Chinese-Medium Instruction (CMI) course into an EMI course?
•In your courses, do you do anything in addition to lecturing during class time? If so, what else do you do?
2. The long-term goal of EMI in Taiwan / NYCU
CMI courses can attract Chinese-speaking students. But English is the language of international communication. EMI courses can attract English-speaking students from all over the world.
3. Concerns you might have about going from CMI to EMI
If you teach an EMI course, don’t spend your class time giving a two-hour lecture in English every week.
Do something else during class time, for example, short lectures followed by small group activities and class discussions.
4.Why not give a two-hour lecture in English?
I don’t usually give two-hour lectures.
I use class time to do things that we can’t do outside of class time.
Small group activities followed by large group discussions can only happen when we’re all together.
What’s the difference between watching/listening to a lecture in class (when we’re all together) vs. on YouTube (by yourself)?
5. What if students need a two-hour lecture?
You could make a video of yourself giving a lecture each week, and ask students to watch it outside of class time.
If there are videos on YouTube that have lectures on the material that you’re teaching, you could ask students to watch those videos.
Another advantage of videos vs. in-class lectures: subtitles
6. What can you do in class besides lecturing for two hours?
7. Harry Brighouse’s two iron laws of college reading
“Law One: The more reading you assign, the less the students will read.”
“Law Two: The more you talk in class, the less the students will read.”
8. Challenges and goals in going from CMI to EMI
Ensuring that the use of English does not result in poor learning outcomes
Making effective use of class meetings and mixing lectures with discussions and activities
Encouraging students to complete the required readings before class and to participate actively in class discussions
Using classroom activities to improve students’ understanding of the material and to encourage discussion
EMI= English as the Medium of Instruction
6. English Chat Hour
7. Using Class Time for the Important Content
8. Tips on the EMI teaching and assessment
It does take time! Don’t rush.
Redesign your course step-by-step.
Feedback requires practice.
[2022.01.10] 110學年01月份EMI教師經驗交流會 January EMI Teacher Experience Sharing Meeting in the 110th Academic Year110學年01月份EMI教師經驗交流會
NYCU EMI Program
教育部目標 Overall goal of Ministry of Education：
英文能力：25% 的大二學生，在聽說讀寫達到 CEFR B2 以上的流利精熟等級
所修學分：20% 的大二學生與碩一學生，在其當年所修學分中的 20% 以上為全英語課程
50% 的大二學生在聽說讀寫達到 CEFR B2 以上的流利精熟程度
至少有 50% 的大二學生與碩一學生其當年學分中的 50% 以上為全英語課程
EMI at the Yang Ming campus
We don’t teach English, we teach in English
We kill two birds (content and language) with one stone if EMI works well.
The major EMI challenge at the YM campus
Teacher lack a consensus on the necessity of teaching in English
Most of them think they have insufficient English proficiency and cannot teach in English fluently, so they have low motivation and lack self-confidence
語言技巧教學之課室用語For English teacher/課室英語手冊For all subject teachers
My personal experience at USF
Make your speaking easy to understand and follow
Make sure that students understand essential information
Code-switching should be allowed as a teaching strategy in EMI classrooms when necessary
Help students (less proficient in English) cope with EMI content by facilitating learning in Chinese and guiding them to repackage content
Some closing thoughts
Learning to teach content in English is challenging but worthwhile
Make it easier by
Avoiding reinventing the wheel – many resources are already available
Trying one thing at a time – perhaps start with the most comfortable thing to change
Watching and getting feedback from instructors who are experienced with EMI learning
Being transparent with students
I’m not telling you it’s going to be easy, I’m telling you it’s going to be worth it.
專案管理 Project Manager職務範圍
辦公室位置:陽明校區 實驗大樓 A330室