學術單位

參訪語言教學與研究中心LTRC

參訪語言學習與寫作中心
Language Learning and Writing Center

參訪國家發展委員會雙語資料庫學習資源網
NDC Bilingual Learning Resource Website

參訪香港教育大學
The Education University of Hong Kong

第一部分-兩校對雙語教學交流

中國醫大

願景

優良的教師雙語教學知能
學生良好之雙語溝通與思維能力
雙語友善之醫學院


雙語中心架構

校長室
教務處
雙語教學推動資源中心

課程規劃組
師資培育組
學習評量組




EMI執行項目

教師端

定期培訓(增能工作坊)
不定期培訓(邀請校外講者)
EMI種子教學培訓
精進英語授課技巧教師專業社群
劍橋EMI全英語專業進修線上課程
觀課制度
遴選EMI教學優良教師
研擬成效評估機制


學生端

國際文化週
海外留學職涯分享
English Corner
全英語金頭腦科研簡報比賽
全英語服務學習志工經驗分享
TOEIC校園考
EMI課程學習心得影片競賽




活動花絮
未來願景
持續推動醫學科學研究，以對國家產業、社會發展繼續提出重要貢獻為目標，讓中國醫藥大學醫學院師生，具備跨領域新合作力和跨國研究領導力，成為後疫情時代之重要生醫研究人才。


陽明交大

雙語推動組織架構

副校長室
教務處

國際高教認證培育中心
教師發展中心


雙語學習辦公室OBE

語言學習與寫作中心
EMI課程教學與學習中心
英語授課與學習中心


國際處
重點培育學院

生醫工程學院-雙語計畫推動工作小組
資訊學院




現況分析

課程教學模式限制
就業環境轉變
英語應用侷限於教室
英語課程推廣挑戰
學生英語程度與學習能力差異


雙語目標與四大核心價值
在地人才國際化，國際人才在地化(Glocalization)

Domain Knowledge
Effective Communication
Critical Thinking
Global Perspective


三面向推行策略

學生端(動機與主動性)

Pre-EMI Workshop
Supporting 團隊-EMI課程學生手冊
LLWC English Workshops
學生英語自主活動
學生問卷調查


教師端(開課與增能)

EMI開課與修讀情況
教師經驗交流工作坊
教師問卷調查
生醫工程學院EMI教師教學獎
教師EMI授課獎勵金
增能/培訓工作坊
跨校交流會
高教資源書


校園端(支持與連結)

校園生活Podcast
院友訪談
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?

慣用手:Mother Language
非慣用手:Second Language






第二部分-圓桌會議

議題一：如何增加生醫領域師生進行EMI教學/修課之動機?




議題二：臨床工作是否完全不需使用英文?




議題三：如何幫助學生更有效於EMI課程中學習專業知識?




議題四：哪些活動安排策略與支持系統能夠發揮最大影響力?




議題五：其他建議之執行指標亮點與重要目標?




       

TM 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



Time:
Nov 23, 2022(Wed.) 14:30-17:30

Venue:
Zhi Xing Building (front) room 203

Sharing:



Temple experience


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


Concerns

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?




Temple’s strategies

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)
Language Tutor
Writing and Research Retreats
Academic coaching
Conversation hours
International coffee hours (the problems they’re facing in their countries right now)








Open discussion

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

It’s conditional.
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.
Different motivation

Canada (supporting environment)

Has a national definition of “bilingual”
Government employees need to pass French tests
Collected resources


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
3MT competition

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)

參訪大學雙語教師專業發展中心
Center for Higher Education EMI Professional Development

111學年11月份EMI教師經驗交流分享會
分享教師：醫學生物技術暨檢驗學系 張懿欣老師
時間：2022年11月10日 12:10-13:10
地點：知行樓前棟 203教室
與會者：陳喬男老師、張景智老師、莊惠燕老師、盧家鋒老師、嚴偉哲老師、高瑀絜老師、蔡明翰老師、薛特老師、葉祖秀、陳奕潔
經驗分享內容：


英語授課


初衷/動機與轉變
從歐洲的Summer school開始，2學分/36個小時，來自18個不同國家的學生，開啟了英語授課之旅。2011年在陽明大學的國際衛生學程中，受邀開始在學程中擔任課程的老師，更是讓我有了不同的教育眼光。








英語授課的想法
11年下來，對於英語授課其實每年的經驗都不盡相同，到了2022年，從這學期開始教授了EMI課程，其實會發現，EMI授課與英語授課真的完全不同，因為面對到的學生特質，真的完全不同






外籍vs台灣學生


心理準備
外籍的學生有幾個特質，學習動機強、主動性/互動性強，雖然在國際學程當中，英語能力差異不大，但腔調的差異，有時候在溝通上還是會發生讓人印象深刻的事情。最後是專業背景的歧異，在這方面，可以透過了解學生背景、日常生活的對話聊天，據以決定課程設計與內容，讓知識可以更加深入在學生腦海中。
台灣的學生不像外籍學生一樣，學習動機普遍較低，更不用提互動性，如何讓台灣學生提高這些動機，我想這是老師們在設計課程上需要更加費心之處。
授課心得與建議
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。
EMI以單次課程為單位，建議在授課第一堂說明授課大綱，在課程中對於專有名詞的定義的解釋，可以由中文來輔助。
增加Q&A的時間，最後，將整堂課做結語，讓學生可以有更多的印象。


結語

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

Time: 12:10-13:10

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:


English Teaching



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



Mental Preparation


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.


Conclusion



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!