EMI教師增能與交流專區 EMI Teacher Empowerment & Workshop
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.