Teaching Content via English: A Qualitative Case Study of Taiwanese University Instructors' Instruction_

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題名：	Teaching Content via English: A Qualitative Case Study of Taiwanese University Instructors' Instruction
書刊名：	外國語文研究
作者：	黃怡萍
作者(外文)：	Huang, Yi-ping
出版日期：	2014
卷期：	20
頁次：	頁27-62
主題關鍵詞：	高等教育國際化；英語授課；教學原則與策略；Internationalization of higher education；English-medium instruction；EMI；Teaching principles and strategies
原始連結：	連回原系統網址
相關次數：	被引用次數:期刊(7) 博士論文(0) 專書(0) 專書論文(0) 排除自我引用:5 共同引用:31 點閱:12

在非以英語為母語的國家中，高等教育使用英語授課愈趨普遍，但英語授課並非全然的品質保證。由於目前關於國內外英語授課的研究，缺乏以課室觀察與了解學生觀點的方式進行，探討大學專業教師如何協助學生學習，更值得學界重視。本文採質性個案研究方式，旨在探討大學專業教師如何以英語設計課程與引導學生，期待未來能協助教師有效教學。本文以臺灣四位教學成效受到同事與學生的肯定的大學專業教師為參與者，透過分析教師與學生訪談及課室教學觀察資料，指出教師如何使用三種多層次的教學方式(參與性、連結性、與擴大性)，以促進學生對專業內容、認知、與文化方面的學習。此外，對於專業教師缺乏語言目標與使用的發現，也點出語言與專業教師合作的重要性。本文最後將針對未來研究及語言與專業教師如何有效合作提出建議。

以文找文

The prevalence of English-medium instruction (EMI) in non-native English speaking (NNES) universities by no means guarantees effective teaching. Since little is understood about NNES university instructors' classroom instruction, it is pedagogically significant to examine how they support student learning. Using a qualitative case study, this paper explores four Taiwanese content teachers' classroom practices to explore effective guidance for students' learning of content via English. These instructors were perceived as competent by their colleagues and students. Their interview and observation data were collected and triangulated by student interview data. The findings identified the use of engaging, bridging, and amplifying at a multi-layered level to achieve content, cognitive, and cultural objectives. The limited attention to language objectives and use underscore the primacy of the collaboration between content and language teachers in facilitating NNES content teachers' professional development. In this respect, approaches to effective EMI by language and content teachers as well as directions for future research are specified in the conclusion.

以文找文

期刊論文
1.	Gibbons, P.(2003)。Mediating language learning: Teacher interactions with ESL students in a content-based classroom。TESOL Quarterly，37(2)，247-273。
2.	Coleman, J. A.(2006)。English-medium teaching in European higher education。Language Teaching，39(1)，1-14。
3.	Airey, J.(2011)。Talking about teaching in English: Swedish university lecturers' experiences of changing teaching language。Iberica，22，35-54。
4.	Airey, J.、Linder, C.(2008)。Bilingual scientific literacy? The use of English in Swedish university science programmes。Nordic Journal of English Studies，7，145-161。
5.	Coyle, Do(2007)。Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies。International Journal of Bilingual Education and Bilingualism，10(5)，543-562。
6.	De Graaff, R.、Koopman, G.、Anikina, Y.、Westhoff, G.(2007)。An observation tool for effective L2 pedagogy in Content and Language Integrated Learning (CLIL)。International Journal of Bilingual Education and Bilingualism，10(5)，603-623。
7.	Evans, S.、Green, C.(2007)。Why EAP is necessary: A survey of Hong Kong tertiary students。Journal of English for Academic Purposes，6，3-17。
8.	Kong, S.、Hoare, P.(2011)。Cognitive content engagement in content-based language teaching。Language Teaching Research，15(3)，307-324。
9.	Northcott, J.(2001)。Towards an ethnography of the MBA classroom: A consideration of the role of interactive lecturing styles within the context of one MBA programme。English for Specific Purposes，20(1)，15-37。
10.	Pecorari, D.、Shaw, P.、Irvine, A.、Malmstrom, H.(2011)。English for academic purposes at Swedish universities: Teachers' objectives and practices。Iberica，22，55-78。
11.	Sert, N.(2008)。The language of instruction dilemma in the Turkish context。System，36(2)，156-171。
12.	Tatzl, D.(2011)。English-medium masters, programmes at an Australian university of applied sciences: Attitudes, experiences and challenges。Journal of English for Academic Purposes，10(4)，252-270。
13.	Thogersen, J.、Airey. J.(2011)。Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style。English for Specific Purposes，30，209-221。
14.	Forman, R.(2008)。Using notions of scaffolding and intertextuality to understand the bilingual teaching of English in Thailand。Linguistics and Education，19(4)，319-332。
15.	黃怡萍(20120300)。Design and Implementation of English-Medium Courses in Higher Education in Taiwan: A Qualitative Case Study。英語教學，36(1)，1-51。
16.	Pawan, F.(2008)。Content-area teachers and scaffolded instruction for English language learners。Teaching and Teacher Education，24，1450-1462。
17.	Vinke, A.、Snippe, J.、Jochems, W.(1998)。English-medium content courses in non-English higher education: A study of lecturer experiences and teaching behaviours。Teaching in Higher Education，3，383-394。
18.	Walqui, A.(2006)。Scaffolding instruction for English language learners: A conceptual framework。The International Journal of Bilingual Education and Bilingualism，9，159-180。
19.	Wu, W. S.(2006)。Students' attitude toward EMI: Using Chung Hua University as an example。Journal of Education and Foreign Language and Literature，4，67-84。
20.	Huang, Yi-ping(20120100)。English-Medium Instruction (EMI) Content-Area Teachers' (CATs') Pedagogical Content Knowledge of Scaffoldings: A Vygotskian Perspective。Taiwan Journal of TESOL，8(1)，35-66。
21.	Tan, M.(2011)。Mathematics and science teachers' beliefs and practices regarding the teaching of language in content learning。Language Teaching Research，15，325-342。
22.	Stoller, F. L.(20040300)。Content-based instruction: Perspectives on curriculum planning。Annual Review of Applied Linguistics，24，261-283。
23.	葉純純(20130100)。Instructors' Perspectives on English-Medium Instruction in Taiwanese Universities。課程與教學，16(1)，209-231。
24.	Chang, Yu-ying(20100600)。English-medium Instruction for Subject Courses in Tertiary Education: Reactions from Taiwanese Undergraduate Students。Taiwan International ESP Journal，2(1)，53-82。

圖書
1.	Coyle, D.、Hood, P.、Marsh, D.(2010)。Content and language integrated learning。Cambridge University Press。
2.	Gibbons, P.(2009)。English learners, academic literacy, and thinking: Learning in the challenging zone。Portmouth, NH：Heinemann。
3.	Lyster, Roy(2007)。Learning and teaching languages through content: A counterbalanced approach。John Benjamins。
4.	Walqui, A.、van Lier, L.(2010)。Scaffolding the academic success of adolescent English learner: A pedagogy of promise。San Francisco, CA：WestEd。
5.	Flowerdew, J.(1994)。Academic listening。Cambridge：Cambridge University Press。
6.	Gibbons, Pauline(2002)。Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom。Portsmouth, New Hampshire：Heinemann。
7.	Ministry of Education(2001)。White paper on higher education。Taipei, Taiwan：NIOERAR。
8.	Smit, U.(2010)。English as a lingua franca in higher education. A longitudinal study of classroom discourse。Berlin：Mouton。
9.	Carspecken, Phil Francis(1996)。Critical ethnography in educational research: A theoretical and practical guide。Routledge。
10.	Gay, G.(2001)。Culturally responsive teaching: Theory, research, and practice。New York, NY：Teachers College Press。
11.	Cummins, J.(2000)。Language, Power, and Pedagogy: Bilingual Children in the Crossfire。Multilingual Matters Limited。
12.	Tharp, R. G.、Gallimore, R.(1988)。Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context。Cambridge：Cambridge University Press。
13.	Dalton-Puffer, C.(2007)。Discourse in content and language integrated learning classrooms。Philadelphia：John Benjamins。
14.	Patton, Michael Quinn(2002)。Qualitative Research and Evaluation Methods。Sage。
15.	Charmaz, Kathy(2006)。Constructing grounded theory: A Practical Guide Through Qualitative Analysis。Sage Publications。
16.	Yin, Robert K.(2009)。Case Study Research: Design and Methods。Sage Publications。

其他
1.	Ministry of Education(2009)。2004-2008 Guidelines for policy，http://www.edu.tw/secretary/content.aspx?site_content_sn=905。

圖書論文
1.	Airey, J.(2011)。The relationship between teaching language and student learning in Swedish university physics。Language and learning in international university: From English uniformity to diversity and hybridity。New York：Multilingual Matters。
2.	Atkinson, J. M.、Heritage, J.(1999)。Jefferson's transcript notation。The discourse reader。New York：Routledge。
3.	Dafouz Milne, E.(2011)。English as the medium of instruction in Spanish contexts。Content and foreign language integrated learning。Peter Lang。
4.	Dafouz, E.、Nunez, B.(2009)。CLIL in tertiary education: Devising a new learning landscape。CLIL across educational levels: Experiences from primary, secondary and tertiary contexts。London:：Richmond Santillana。
5.	Dafouz, E.、Nunez, B.、Sancho, C.、Foran, D.(2007)。Integrating CLIL at the tertiary level: Teachers' and students' reactions。Content and language integrated learning in Europe: Converging and diverging goals。Frankfurt：Peter Lang。
6.	Dudley-Evans, A.、Johns, T.(1981)。A team teaching approach to lecture comprehension for overseas students。The teaching of listening comprehension ELT Documents Special。London：The British Council。
7.	Fortanet-Domez, I.(2010)。Training CLIL teachers for the university。CLIL in Spain: Implementation, results and teacher training。Cambridge：Cambridge Scholars。
8.	Goffman, E.(1981)。The lecture。Forms of talk。Philadelphia, PA：University of Pennsylvania Press。
9.	Hellekjaer, G. O.(2010)。Language matters: Assessing lecture comprehension in Norwegian English-medium higher education。Language use and language learning in CLIL classrooms。John Benjamins Publishing Company。
10.	Herescu, R.(2012)。An investigation into the views and practices of teachers of Content and Language Integrated Learning (CLIL) in Romania。The sociolinguistics of language education in international contexts。Berne：Peter Lang。
11.	Met, M.(1998)。Curriculum decision-making in content-based language teaching。Beyond bilingualism: Multilingualism and multilingual education。Multilingual Matters。

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