圖書描述
Partly due to the European Union's insistent and successful policies on pluriculturalism and plurilinguism, there have recently been voices challenging the prevalent and practical consensus in East Asian educational policies that saw English as the only tool for international communication. Their argument emphasizes that when dealing with countries that are sellers of goods and services, knowledge of the languages and cultures of prospective customers is essential. They also acknowledge the strong correlation between economic and political power and the extensive study of foreign languages.
This book takes a stand on important aspects of this multifaceted argument. The first part addresses the meaning of European Studies, an issue of great relevance now that Europe, in sharp contrast to East Asia, is experiencing a severe economic recession. The second part presents formulas that have been employed by institutions in East Asia in attempting to satisfy the needs of students and scholars for advanced knowledge of European languages as they strive for answers to their research questions on Europe. The final part deals with the difficult issue of linking the syllabuses of European Studies and foreign languages.
The consensus that emerges from the scholars contributing to this book points towards rejecting the addition of large scale resources for the creation of successful programs in outstanding universities. Instead, it seems preferable to maximize existing resources by creating conditions that allow ad-hoc cross campus cooperation, and foster mobility of students through exchange programs so that they can have their own European experience.
作者簡介 Contributors
Hungdah Su is Professor & Jean Monnet Chair of the Department of Political Science College of Social Sciences at National Taiwan University. He is also Director General of the European Union Centre in Taiwan.
Hans Werner Hess is Professor of European Studies and one of two Programme Coordinators of the European Studies programme at Hong Kong Baptist University. His research areas include E-learning / Blended Learning, European Studies curriculum development and issues of European history relevant for Asian students.
Aleksandar Pavkovic is Associate Professor of politics at Macquarie University, Sydney, Australia. He has served as coordinator of the Master of European Studies at the University of Macau, Director of the Centre for Slavonic and East European Studies and Program Director of the Bachelor of European Studies at Macquarie University.
Roland Vogt is Assistant Professor of European Studies in the European Studies Programme, School of Modern Languages and Cultures, at the University of Hong Kong. His research interests are European diplomacy and foreign policy, Sino-European relations, political leadership, and value contestation in Europe.
Jose Eugenio Borao Mateo is Professor of Span ish Language and Spanish Culture in the Department of Foreign Languages and Literatures at National Taiwan University, where he has served as coordinator of the European Languages Division, of the Department of Foreign Languages. His areas of research focus on the historical relations between China & Taiwan and Spain.
Wai Meng Chan is Associate Professor and Director of the Centre for Language Studies at the National University of Singapore. His research currently focuses on learner autonomy, metacognition, language learning motivation, and the application of new technologies in language learning.
Andrew E. Finch is Professor of English Education in the School of Education at Kyungpook National University, in the Republic of Korea. His research interests include heritage language learning, language teaching as education of the whole person, the non-threatening learning environment, and task-based supplementation of textbooks.
Chung Heng Shen is Assistant Professor in the Department of French, Faculty of Foreign Languages, Fu Jen Catholic University, in Taiwan, Republic of China. His major research interests are European Union integration, European citizenship, language and identity, French government and politics.
Yi-De Liu is Associate Professor at the Graduate Institute of European Cultures and Tourism, National Taiwan Normal University, Taiwan. His research interests and reaching expertise include cultural tourism management, European heritage tourism, European cultural events and European cultural policies.
Vassilis Vagios is Associate Professor of Classical Greek in the Department of Foreign Languages and Literatures at National Taiwan University. His research focuses on functional linguistics and its application for interpreting literature.
著者信息
圖書目錄
CONTENTS
Contributors vii
Foreword ix
Introduction xi
Part One: Building EU and European Studies Programs
1. A Historical and Academic Review of EU Studies in Taiwan
HUNGDAH SU 5
2. Understanding Europe – Understanding Yourself:
European Studies in Hong Kong
HANS WERNER HESS 33
3. Keeping in Touch with Europe: European Studies at Macau
ALEKSANDAR PAVKOVIC 63
4. European Studies on China’s Transformation:
A Critical Assessment
ROLAND VOGT 85
Part Two: The Role of the European Languages (EUL) Programs
5. The Formation of the European Languages Division
in the DFLL at NTU and the Challenges for the Future
JOSE EUGENIO BORAO MATEO 115
6. Foreign Language Learning in Higher Education in Singapore:
With a Special Focus on the European Language Curriculums
of the National University of Singapore
WAI MENG CHAN 147
7. The Decline of European Language Education in Korea and
the Rise of English
ANDREW E. FINCH 177
Part Three: European Languages Interacting with European
and EU Studies
8. “Language for Specific Purposes” and European Studies:
Chances and Dilemmas
CHUNG HENG SHEN 209
9. The Partnership between Culture and Tourism:
What Can Taiwan Learn from Europe and How?
YI-DE LIU 225
10. Language and Culture: The Contribution of
European Classical Languages
VASSILIS VAGIOS 243
圖書序言
序
(under the limitations inherent in any institution and allowing for the lack of specific EUL departments) under the understanding among the teachers that they are creating comprehensive programs, making space for the so-called “less common taught languages”, which nevertheless are rich in cultural connectivity.
When researching Foreign Languages teaching policies, the creation of syllabi and the establishment of synergies between complementary areas of learning – in other words, the purpose of this book – it is difficult to escape the simple but necessary approach of offering reports of the situation in a given school or country, and this difficulty loomed as we were compiling this book. Nevertheless, we have tried consciously to go beyond this approach, because statistics only offer trends, not the reasons why a particular design works or not, or what its process of consolidation and renewal is. So we have deliberately attempted to set a new approach: to focus on when and how syllabus constructions can link European languages and European studies.
The first part of this book considers the meaning of European Studies, an issue which becomes especially relevant now that Europe, in sharp contrast with the situation in East Asia, is experiencing a severe economic recession. The purpose is to address the question of how European studies can or should adapt once more to a new political, economic, social and cultural environment. It seems that those studies experienced a decline of interest in regions like Japan, Korea, Hong Kong or Macao, and the authors of the book propose a range of different explanations. Sometimes the reason is that the relevant programs lack definition or practical application, and when this problem is compounded by high fees, the situation results in cases like Macao in a high percentage of non-completion, since students are tempted to start working before graduation. In other cases the decline can be attributed to the perception among students that the EU is changing from integration to disintegration, that Europe is in a process of re-construction, and that it is difficult to see what the new Europe will look like or stand for. Certainly this perception is further strengthened by the fact that Europe has been presented as a series of disasters, rather than as 70 years of peace; as conflict rather than as ways of ritualizing conflict, despite the fact that this latter approach can be very well understood in an East Asia of societies shaped by the Confucian principles of social harmony.
Integration is most commonly chosen as a focal point in European Studies when a program concentrates on recent political affairs. Yet, there is a great multiplicity of possible approaches, like – to mention just an example – the dialogues between government and civil society. Jacques Delors, former president of the European Commission, broadened the vision of Europe saying: “The economic success of Europe depends on a triangle, composed by the competence, which works as stimulus of the economy, the cooperation, which enforces it, and the solidarity, that unites”.
Solidarity becomes more prominent when one attempts to understand the diversity of cultures in Europe, for which communication through language instruction – the topic of the second part of this book – seems to be essential. Do the students and scholars need advanced knowledge of EUL to answer questions on Europe? In the mind of the contributors of this book there are even more specific questions. What is the identity of Europe? What do Europeans say about themselves? What is the understanding of human nature which forms the foundation of the European legal system? Is there any European tradition as an intellectual phenomenon? Many programs rely on English books to approach these questions, but they may only offer a shallow knowledge of the topic for graduate students aiming to write their thesis on specific countries. On the other hand, the list of challenges of the feasibility of the programs can be enlarged. As Europe is made up of different states and as courses about Europe are taught by specialists from different countries, there is the risk that some undergraduate programs offer content but without a clear framework of reference that would help students to map the knowledge they acquire. Similarly, many students probably know quite a lot about European Union but not about European history. This lack of a general perspective may lead to many structural and rigid conclusions. Finally we can see how some programs offer a list of courses with appealing titles, like “Handling a Conflict”, or “Love in the European Tradition”, etc., resulting in a general organization that is confusing for the students: deep in analysis, but with little overview. What is the role of the language in integrating this knowledge? Probably it is not a matter of levels but of the diversity of languages. The best “course” is to learn more than one European language and to balance the same issue by using different national perspectives, which are integrated in the same mind of the researcher. It is known that elites look for two or three languages to succeed in their careers, but can this achievement be democratized? It appears to be a difficult way to go, but when the programs are thoroughly designed this objective is not as unreachable as it may seem. Probably the best programs are those that are actualized, modified and improved every year towards a clear well defined goal. To define this goal is not a matter of predetermined levels of proficiency following the Common European Framework of Reference for languages, but to know the general academic framework of the students and to see how programs can best suit them, in a permanent process of trial and error.
The third part of this book deals with the difficult issue of linking the syllabi of European studies and foreign languages. Certainly, the three economic axes of competence, cooperation and solidarity mentioned by Delors should be embodied in the different domains of the European social fabric, consequently giving even more importance to the learning of languages not only to better enhance cooperation and solidarity, but to apply the proper language acquisition for the specific fields of knowledge. How should departments be organized? Are multidisciplinary, or multilingual or multicultural programs better? Further questions add additional perspectives. For example some would consider that teaching grammar is obsolete for teaching languages for specific purposes; or a graduate student of Tourism would not be considered a potential tourist guide, but a potential tourist manager, needing language skills that will enable him or her to consult data to produce statistics, look for prospective markets, etc. From other perspectives again, the link between European studies and languages is an art that seeks to find the best method of interpreting language and content (showing for example why the subjunctive mode is important to understand a culture). The same kind of art needs to be possessed by those who seek to co-ordinate these different perspectives in a way that would allow combining the five departments of languages in a College of Foreign Languages, because while such diversity is a treasure, it can also be an obstacle.
It is difficult to reach conclusions, but we think that the best way for creating successful programs in big universities is not just to add a great amount of new resources, but to think on ways of maximizing the existing ones, creating conditions that allow ad-hoc cross campus cooperation, and certainly fostering mobility of students through exchange programs so that they can have their own European experience. Language should be a tool to reach Europe and immersion for at least a year should be a requirement, bearing in mind that it is the experience in Europe that counts, not the mastering of European languages. The experience will even be further enhanced, enhanced, if the student is able to gain some practical working experience in one or two European countries.
Equipped with all these experiences it will be considerably easier for a student to understand more sophisticated concepts like the claim that the European Union is based on mutual forgiveness and understanding; or to demand from students to write their thesis in English or other European languages. But most importantly the students, and their instructors, will be trained in critical thinking, and because of that they will reassess what critical thinking means.
Finally we want to add also a touch of realism. When designing programs, administrators should not be so naive as to ignore what companies want, what human resources departments look for, and other basic things like an excellent command of the applicants’ own national language which are still very important in terms of employability. After all, ultimately graduates have to make a living. We hope that these ideas and the approach of the present book will be further developed by others and that our contribution may serve to serve to open up a debate that encourages more colleagues to participate.
Jose Eugenio Borao Mateo
Vassilis Vagios
圖書試讀
----The Formation of theEuropean Languages Division in the DFLL at NTU and the Challenges for the Future
by JOSÉ EUGENIO BORAO MATEO (National Taiwan University)
If the utilitarian view that economic forces drive academic achievement is taken, then it is interesting to note that the financial collapse of 2009 in the USA has resulted in reduced confidence on the part of traders, politicians and students. In addition, the recent European Union–Korea Free Trade Agreement (October 15, 2009) has opened up a number of opportunities for cultural, financial and other exchanges. Business and academic interest in Korea has recently been turning towards the European Union; educators are looking at the CEFR as a model of internationally-accredited assessment and students are increasingly turning to the UK-based International English Language Testing System (IELTS), which is supported by The Association of Language Testers in Europe (ALTE). These factors point to increased trade with the European Union and consequent increased enrolment in European language courses in schools.
Despite this recent trend and the success of economy-driven education in terms of making Korea an Asian economic tiger, it is crucial to remember that the ultimate goal of education in Korea is holistic and aims at producing well-rounded citizens who can contribute to the growth and prosperity of a democratic society. A utilitarian approach to education cannot hope to satisfy such goals, since it views students as economic units or cogs in a national machine. In contrast, language learning has been shown to have many benefits in terms of building the whole person and promoting cultural, emotional, and social awareness. It is to be hoped, therefore, that the current view of education will be modified and that policy makers will pay more than lip-service to the research findings which show that students who study arts and languages are not only more developed as individuals, but are also strong in higher-order thinking skills and consequently ready to become autonomous, creative, and responsible members of society.
----The Decline of European Language Education in Korea and the Rise of English
by ANDREW E. FINCH (Kyungpook National University)
One of the major tasks to remedy the relative decline of Europe is to lead by example. If Europe is to secure and regain its standing in the world, it needs to do so by showing others that societies can tackle their economic problems, that societies can combine high levels of social equality with business competitiveness, that societies can be democratic and responsive at the same time, and that societies can embrace changes and innovations that are based on the will of the people. In some areas, such as global climate change and international justice, Europe has begun to take up such a proactive leadership role. Yet if it wants to do so credibly, the continent needs to come to terms with the pressing challenges that the continent faces today – the debt crisis, the fallout of mass immigration, ageing and demographic decline, the unsustainability of mass welfare systems, as well as the continent’s diminishing ability to lead in the fields of education, science, and technological innovation. The transformation of China should serve as reminder, both to scholars of European Studies but also to European decision-makers, to think beyond their European context and appreciate the extent to which developments in Europe are shaped by forces outside of it.
---- European Studies on China’s Transformation: A Critical Assessment
by ROLAND VOGT (University of Hong Kong)
用户评价
哇！看到這本書的標題《Interfaces：EU Studies and European Languages Programs in East Asia》，就覺得它好像是為我這種對歐洲文化、語言以及我們亞洲（尤其是颱灣）的相關學術研究充滿好奇心的人量身打造的。我一直對歐洲的學術界如何看待亞洲，以及亞洲地區（颱灣、日本、韓國、中國大陸等）在歐洲研究方麵有哪些獨特的視角和貢獻感到十分好奇。特別是，歐洲語言學習在東亞的發展，這背後一定有很多有趣的歷史、社會和文化脈絡。這本書的標題暗示著它可能深入探討瞭歐洲研究與東亞學術界的「接口」——也就是它們如何互動、交流、甚至碰撞。我猜測書中可能會分析在東亞地區，例如颱灣的大學，是如何發展和教授歐洲語言的，像是德語、法語、西班牙語、義大利語等等，以及這些語言課程是如何融入更廣泛的歐洲研究計畫中的。會不會探討到這些課程的教材選擇、教學方法，或是與歐洲母語國傢的閤作交流？再者，「EU Studies」的部分，我非常期待能瞭解東亞國傢對歐洲聯盟（EU）的理解，以及如何在本地的學術環境中進行相關研究。歐洲聯盟的政治、經濟、社會、文化等等麵嚮，在東亞是否有受到特別的關注？又有哪些獨特的分析角度？我猜想書中可能會觸及一些比較學術性的討論，比如在地化的歐洲研究、跨文化溝通的挑戰與機遇，甚至是如何培養具備跨國視野的專業人纔。這本書聽起來就像一本引導我深入瞭解東亞與歐洲學術界之間關係的指南，讓我能從一個全新的角度去審視我們與歐洲的連結。
评分讀到《Interfaces：EU Studies and European Languages Programs in East Asia》這個標題，我腦中瞬間浮現瞭許多學術想像。我一直對「歐洲研究」在非歐洲地區的發展充滿興趣，特別是在我們亞洲。東亞，包括颱灣，在麵對歐洲事務時，必然會發展齣與歐洲本土截然不同的視角和分析方法。這本書的「Interfaces」概念，在我看來，強調的正是這種學術上的「碰撞」與「融閤」。我很好奇，書中是否會探討，在颱灣、日本、韓國等地，大學是如何建構和發展歐洲語言學程的？這些學程，例如德語、法語、西班牙語等，在教學內容、師資培訓、課程設計上，是否會考量到東亞學生的學習習慣和文化背景？而「EU Studies」的部分，我更是期待能看到，我們東亞的學者，是如何解讀和研究歐洲聯盟的政治、經濟、社會、文化議題。會不會有探討到，在不同東亞國傢，對於歐盟的關注點和研究深度有何差異？這本書聽起來就像是一本跨文化的學術對話記錄，探討著歐洲研究與歐洲語言教育在東亞如何落地生根，又如何與在地知識體係產生互動，進而形成獨特的「接口」。我認為這對於理解當代全球化下的知識生產，以及我們自身在全球學術版圖中的位置，具有重要的意義。
评分光是看到「Interfaces」這個詞，我就被深深吸引住瞭。它不單單是指語言上的連接，更是一種學術思想、文化觀念、甚至教育模式的交匯與融閤。我一直認為，在我們東亞地區，尤其是颱灣，我們與歐洲的關係絕非單嚮的「學習」，而是充滿瞭雙嚮的互動和影響。這本書的標題《Interfaces：EU Studies and European Languages Programs in East Asia》正好點齣瞭我一直以來對這個議題的關注。我很好奇，在亞洲的學術界，對於「歐洲」的理解，是否有哪些與歐洲本土截然不同的地方？例如，歐洲聯盟的形成、發展及其對全球的影響，在亞洲的學術研究中，會不會齣現一些獨特的分析框架或批判視角？而歐洲語言在東亞的推廣和學習，背後又承載瞭多少在地化的需求和文化想像？我甚至可以想像，書中可能會討論到，如何在颱灣、日本、韓國等地的課堂上，教授歐洲語言的同時，也傳遞歐洲的文化、歷史和價值觀，但同時又會如何融閤我們自己的在地文化元素。這種「接口」的概念，讓我聯想到跨文化交流的各種可能性，以及在學習他國語言的過程中，如何保持自身文化的獨特性。這本書如果能深入剖析這些「接口」，絕對能為我打開一扇認識歐洲和認識我們自己之間關係的新窗口，讓我對「歐洲研究」與「歐洲語言學習」在東亞的現狀有更為全麵和深入的理解。
评分《Interfaces：EU Studies and European Languages Programs in East Asia》這個書名，讓我不禁思考，在我們颱灣，我們與歐洲的學術聯繫，究竟是透過哪些「接口」來建立和深化？這本書的標題，點齣瞭兩個關鍵的麵嚮：一是「EU Studies」，也就是我們如何研究和理解歐洲聯盟這個獨特的政治與經濟實體；二是「European Languages Programs」，這代錶著透過學習歐洲語言，我們得以更貼近歐洲的文化、歷史和思維。我特別感興趣的是，在東亞地區，尤其是颱灣，這些歐洲語言的教學，是如何被規劃和實施的？它會不會討論到，在語言學習的過程中，如何融入對歐洲社會、歷史、文化等方麵的介紹，以求達到更深層次的理解？而對於「EU Studies」的部分，我猜測書中可能會深入探討，颱灣的學術界，在研究歐洲聯盟的議題時，有哪些獨特的切入點和分析角度，是歐洲本土學者較少觸及的？會不會有對跨文化溝通、地緣政治、經濟閤作等方麵的比較研究？這本書聽起來就像是一份關於東亞與歐洲學術界之間「連接點」的全麵考察，它將有助於我們更清晰地認識，我們是如何在學習和研究歐洲的同時，也塑造瞭屬於我們自己的歐洲觀點，以及這些「接口」如何豐富瞭我們對世界的認知。
评分身為一個熱衷於國際事務和語言學習的人，我對《Interfaces：EU Studies and European Languages Programs in East Asia》這個書名感到非常興奮！「Interfaces」這個詞本身就充滿瞭學術探究的意味，它暗示著跨越界線、尋找連結、甚至是協調差異。我一直覺得，歐洲聯盟（EU）在現今世界扮演著如此重要的角色，而我們東亞地區（包括颱灣）對它的研究和理解，其實還有很大的發展空間。這本書的標題讓我立刻聯想到，它可能會探討在東亞地區，例如我們颱灣的大學，是如何發展和推動歐洲研究的。是否會有對於課程設置、研究主題、學術閤作的分析？更重要的是，它提到的「European Languages Programs」讓我充滿期待。學習歐洲語言，例如法文、德文、西班牙文等，在東亞的學習者眼中，往往不僅僅是學習一門溝通工具，更是通往歐洲文化、歷史、社會、甚至是思維方式的一扇窗。我猜測書中或許會深入探討，在東亞的語言學習環境中，如何平衡語言教學與歐洲文化傳承，以及如何因應不同語言學習者的需求和背景，發展齣具備在地特色的教學模式。這本書的齣現，或許能填補我們在瞭解東亞與歐洲學術交流、語言教育、以及對歐洲事務理解的某些空白，讓我對這個領域有更為細緻和深刻的認識。
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