University Instructors' Use of English as a Medium of Instruction in Taiwan: Functions of Contextual Beliefs_

:::

詳目顯示

第 1 筆 / 總合 1 筆

/1頁

來源文獻資料
摘要
外文摘要
引文資料

題名：	University Instructors' Use of English as a Medium of Instruction in Taiwan: Functions of Contextual Beliefs
書刊名：	Hwa Kang English Journal
作者：	黃怡萍
作者(外文)：	Huang, Yi-ping
出版日期：	2014
卷期：	20
頁次：	頁27-66
主題關鍵詞：	英語授課；教師信念；想像的共同體；情境脈絡信念；English-medium instruction；EMI；Teacher beliefs；Imagined communities；Contextual beliefs
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:6 共同引用:35 點閱:23

本文強調在英語教授專業過程中，英語非為母語的專業教師所持有之情境脈絡信念，所扮演的重要中介角色。透過探討兩所大學中四位社會科學學系教師英語授課經驗與看法之質化個案研究，本文將探討前述教師的情境脈絡信念所發揮的三種功能：（a）建立英語授課之正當性、（b）批評學校英語授課政策、與（c）設計適性英語授課課程。有別於過去教師信念對英語授課的負面描繪，本次研究發現情境脈絡信念產生透視鏡功用，使教師藉此提升自我效能，決定是否開始、持續、與建議他人以英語授課，證明他們英語授課教學方法，並瞭解學生語言需求／權利。文末也將對大學英語授課教師之教學發展提出建議。

以文找文

This paper argues that nonnative English-speaking (NNES) content instructors' contextual beliefs function as critical mediators in teaching discipline-specific content in English. Drawing on data from a qualitative case study investigating four social science instructors' perceptions and experiences in two universities in Taiwan, the paper discusses the functions of these instructors' contextual beliefs in three principal ways: (a) establishing legitimacy of adopting English as a medium of instruction, (b) critiquing school policies, and (c) designing adaptive content courses in English. In contrast to the negative influence of teacher beliefs on EMI, contextual beliefs as reported herein emerge as a lens through which instructors' self-efficacy is increased, their decisions to begin, remain, and recommend adopting EMI are made, teaching methods are justified, and students' language needs/rights recognized. This paper concludes by discussing the implications of the study for university instructors' professional development.

以文找文

期刊論文
1.	Crookes, G.、Arakaki, L.(1999)。Teaching idea sources and work conditions in an ESL program。TESOL Journal，8(1)，15-19。
2.	Borg, Simon(2011)。The Impact of In-Service Teacher Education on Language Teachers' Beliefs。System: An International Journal of Educational Technology and Applied Linguistics，39(3)，370-380。
3.	Airey, J.(2011)。Talking about teaching in English: Swedish university lecturers' experiences of changing teaching language。Iberica，22，35-54。
4.	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。
5.	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。
6.	Sert, N.(2008)。The language of instruction dilemma in the Turkish context。System，36(2)，156-171。
7.	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。
8.	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。
9.	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。
10.	Tan, M.、Lan, O. S.(2011)。Teaching mathematics and science in English in Malaysian classrooms: The impact of teacher beliefs on classroom practice and student learning。Journal of English for Academic Purposes，10(1)，5-18。
11.	Tange, H.(2010)。Caught in the Tower of Babel: university lecturers’ experiences with internationalisation.。Language and Intercultural Communication，10(2)，137-149。
12.	Borg, S.(2003)。Teacher cognition in language teaching:Areview of research on what language teachers think, know, believe, and do。Language Teaching，36(2)，81-109。
13.	Bourdieu, P.(1977)。The economics of linguistic exchange。Social Science Information，16(6)，645-668。
14.	Buchmann, M.(1987)。Teacher knowledge: The lights that teachers live by。Oxford Review of Education，13(2)，151-164。
15.	Chang, Y. J.(2011)。Picking one's battles: NNES doctoral students' imagined communities and selections and investment。Journal of Language, Identity, and Education，10(4)，213-230。
16.	Coyle, D.(2013)。Listening to learners:An investigation into 'successful learning' across CLIL contexts。International Journal of Bilingual Education and Bilingualism，16(3)，244-266。
17.	Feryok, A.(2009)。Activity theory, imitation and their role in teacher development。Language Teaching Research，13(3)，279-299。
18.	Holt-Reynolds, D.(1992)。Personal history-based beliefs as relevant prior knowledge in course work。American Educational Research Journal，29(2)，325-349。
19.	黃怡萍(20140600)。Teaching Content via English: A Qualitative Case Study of Taiwanese University Instructors' Instruction。外國語文研究，20，27-62。
20.	Hüttner, J.、Dalton-Puffer, C.、Smit, U.(2013)。The power of beliefs: lay theories and their influence on the implementation of CLIL programmes。International Journal of Bilingual Education and Bilingualism，16(3)，267-284。
21.	Kırkgöz, Y.(2009)。Students' and lecturers' perceptions of the effectiveness of foreign language instruction in an English-medium university in Turkey。Teaching in Higher Education，14(1)，81-93。
22.	Moate, J. M.(2011)。The impact of foreign language mediated teaching on teachers' sense of professional integrity in the CLIL classroom。European Journal of Teacher Education，34(3)，333-346。
23.	Nishino, T.(2012)。Modeling teacher beliefs and practices in context:A multimethods approach。The Modern Language Journal，96(3)，380-399。
24.	Norton, Bonny、Toohey, Kelleen(2011)。Identity, language learning, and social change。Language Teaching，44(4)，412-446。
25.	Phillipson, R.、Skutnabb-Kangas, T.(1996)。English only worldwide or language ecology?。TESOL Quarterly，30(3)，429-452。
26.	Graddol, D.(2004)。The future of language。Science，303(5662)，1329-1331。
27.	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。
28.	Pavlenko, A.(2003)。"I never knew I was bilingual": Reimaging teacher identities in TESOL。Journal of Language, Identity, and Education，2(4)，251-264。
29.	Tan, M.(2011)。Mathematics and science teachers' beliefs and practices regarding the teaching of language in content learning。Language Teaching Research，15，325-342。
30.	Goodman, J.(1988)。Constructing a practical philosophy of teaching: A study of preservice teachers' professional perspectives。Teaching & Teacher Education，4，121-137。
31.	Flowerdew, J.、Miller, L.(1995)。On the notion of culture in second language lectures。TESOL Quarterly，29(2)，345-374。
32.	Norton, B.、Kamal, F.(2003)。The imagined communities of English language learning in Pakistani schools。Journal of Language, Identity, and Education，2(4)，301-317。
33.	Pajares, M. F.(1992)。Teachers' beliefs and educational research: Cleaning up a messy construct。Review of Educational Research，62(3)，307-332。
34.	Nespor, J.(1987)。The role of beliefs in the practice of teaching。Journal of Curriculum Studies，19(4)，317-328。
35.	Norton Peirce, Bonny(1995)。Social identity, investment, and language learning。TESOL Quarterly，29(1)，9-31。
36.	葉純純(20130100)。Instructors' Perspectives on English-Medium Instruction in Taiwanese Universities。課程與教學，16(1)，209-231。
37.	黃怡萍(20090600)。English-only Instruction in Post-secondary Education in Taiwan: Voices from Students。華岡英語學報，15，145-157。
38.	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.	Johnson, K. E.(2009)。Second language teacher education: A sociocultural perspective。New York, NY：Routledge。
2.	Coyle, D.、Hood, P.、Marsh, D.(2010)。Content and language integrated learning。Cambridge University Press。
3.	Jenkins, J.(2014)。English as a lingua franca in the international university: The politics of academic English language policy。Routledge。
4.	Benesch, S.(2001)。Critical English for Academic Purposes: Theory, Politics and Practice。Lawrence Erlbaum。
5.	Canagarajah, A. S.(1999)。Resisting linguistic imperialism in English teaching。Oxford：Oxford University Press。
6.	Norton, B.(2000)。Identity and language learning: Gender, ethnicity and educational change。Longman。
7.	Smit, U.(2010)。English as a lingua franca in higher education. A longitudinal study of classroom discourse。Berlin：Mouton。
8.	Carspecken, Phil Francis(1996)。Critical ethnography in educational research: A theoretical and practical guide。Routledge。
9.	Wenger, E.(1998)。Communities at practice: Learning, meaning, and identity。England：Cambridge University Press。
10.	Bourdieu, Pierre、Raymond, Gino、Adamson, Matthew、Thompson, John B.(1991)。Language and Symbolic Power。Cambridge, MA：Polity Press。
11.	Woods, D.(1996)。Teacher cognition in language teaching: Beliefs, decision-making and classroom practices。Cambridge University Press。
12.	Lortie, Dan C.(1975)。School Teacher: A Sociological Study。University of Chicago Press。
13.	Phillipson, Robert(1992)。Linguistic Imperialism。Oxford University Press。
14.	Patton, Michael Quinn(2002)。Qualitative Research and Evaluation Methods。Sage。
15.	Greene, Maxine(1995)。Releasing the imagination: essays on education, the arts, and social change。Jossey-Bass Publishers。
16.	Charmaz, Kathy(2006)。Constructing grounded theory: A Practical Guide Through Qualitative Analysis。Sage Publications。
17.	Lave, Jean、Wenger, Etienne(1991)。Situated learning: Legitimate Peripheral Participation。Cambridge University Press。
18.	Anderson, Benedict(1991)。Imagined Communities: Reflections on the Origin and Spread of Nationalism。Verso。
19.	Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。
20.	Rokeach, M.(1968)。Beliefs, attitudes, and values: A theory of organization and change。Jossey-Bass。

圖書論文
1.	Calderhead, J.(1996)。Teachers: Beliefs and knowledge。Handbook of educational psychology。New York, NK：Simon & Schuster Macmillan。

推文
推薦
引用網址
引用嵌入語法
轉寄

top

:::

相關期刊
相關論文
相關專書
相關著作
熱門點閱

1.	Investigating the Mediating Role of Foreign Language Anxiety in Students' Task Goal Orientations, Perceived Communication Competence, English Ability, and Willingness to Communicate in EMI Classrooms
2.	日治時期公學校臺籍教師的「教育信念」在課程與教學上的實踐之探究：以劉煥文為例
3.	Intercultural Contact, Language Learning Attitudes, Ideal Self, and Chinese Language Learning Motivation: A Case Study of International Students in Taiwan
4.	科技輔助社會認知教學法(TEST)對以英語為外語學習者公開演說焦慮之影響
5.	偏鄉國中全英語教學對國中學生英語口說能力之影響
6.	以混成學習精進英語授課課程之行動研究
7.	英語授課的想像與真實：從大學生閱讀能力觀之
8.	英語授課一定會降低大學課程的教學評量嗎？一個縱貫性個案研究
9.	EMI Trainers' Reflections on a Taiwanese EFL University Teacher Learning Community: Challenges and Recommendations
10.	A Comparison Study of Dynamic Assessment and Nondynamic Assessment on EFL Chinese Learners' Speaking Performance: Transfer of Learning
11.	A Case Study on the Dilemma of English Medium Instruction in Tertiary Education in Taiwan
12.	Beyond the English Box: Constructing and Communicating Knowledge through Translingual Practices in the Higher Education Classroom
13.	以Moodle日誌探索英語授課修課生之數位學習歷程
14.	Beyond Student Satisfaction: Insights into ESP Courses in a Taiwanese University
15.	"English-only or Nothing": Practitioners' Perspective on the Policy and Implementation of CLIL in Higher Education

1.	融入式閱讀教學對技專生英文閱讀態度/動機之影響

無相關書籍

無相關著作

1.	華語電子繪本雲端協作及其數位教材設計
2.	閱聽人跨媒介詮釋圖像敘事之美感傳播芻議：以繪本、iPad互動電子繪本為例
3.	擴增繪本閱讀樂
4.	嗜奇愛博，名物訓詁--《山海經廣注》的圖與文
5.	擴增實境繪本資料庫之建置與應用
6.	讀者詮釋「非虛構繪本敘事」之交流歷程及反應初探：以國際繪本大獎作品為例
7.	跨媒介敘事與擴展「敘事網絡」歷程初探：以國際大獎繪本之跨媒介轉述為例
8.	童詩集的表現形式
9.	互動式繪本之研究
10.	繪本召喚式結構對於圖像瀏覽之視覺焦點與凝視軌跡的影響
11.	跨媒介圖像敘事與藝術創作者之改編考量：以「2012年奧斯卡最佳動畫短片」改編為互動式電子繪本為例
12.	兒童視覺化資訊檢索介面知識分類架構之初探
13.	無字繪本藝術創作端召喚讀者參與之敘事策略初探：以美感傳播歷程為思辨起點
14.	讀者詮釋無字繪本之美感傳播歷程初探：以安野光雅旅之繪本書系為例

QR Code

臺灣人文及社會科學引文索引資料庫系統

詳目顯示

臺灣人文及社會科學引文索引資料庫