圖書描述
Of the following twelve chapters, eight are based on doctoral dissertations, supervised by Professor Michael Byram at Durham University in England, and the other four are invited chapters by scholars from Wenzao Ursuline University of Languages in Taiwan, who also base their contributions on their doctoral research. The editors hope to show in this way the relevance of doctoral research and the importance of making it widely known.
The book is divided into four parts. In the first part there are two chapters which contextualize language teaching by historical analysis of the significance of languages in Taiwan. In Chapter 1, (Towards an intercultural citizenship community: monoculturalism or interculturalism?), Mei-Lan Huang presents a historical analysis of the evolution of language education and monoculturalism in Taiwan after 1945. Her chapter analyzes the relationship between the ideology of Chinese monoculturalism and its language education on the one hand, and on the other hand the development of imagined Taiwanese monoculturalism and its efforts in building the concept of a Taiwanese nation through reviving Taiwanese local native languages in present and future language education. It is based on document analysis and interviews with key figures in Taiwan recalling their childhood experience of education.
In Chapter 2, (Identity, education, and language: a case study in Taiwan), Grace Lee analyzes how language attitudes in Taiwan play out in people’s lives, some traces of which are also present in Chapter 1. Here, however, the objective was to look, in a detailed and chronological analysis, at the life history of one Taiwanese woman who lived through three educational systems in Taiwan. Her life story, collected through multiple interviews, is examined for moments and experiences which depict her views on her identity, and analyzed with particular attention to the relationship between identity, language and education.
The second group of chapters brings the focus onto the experiences of learners in the education system today at the crucial moments of transition from one level to the next. In Chapter 3, (Challenging the pedagogical discontinuity in EFL between elementary and junior high schools in Taiwan), Wen-Chuan Lin addresses the need to solve problems of elementary-junior high school transition and ensure continuity in pedagogical practice between the two social settings. His study explores differences in students’ access to EFL learning in four Taiwanese junior high schools and challenges the myth of “the earlier the better in learning foreign languages” when there is no consideration of issues of transition between elementary and junior high. Implications pertaining to elementary-junior high progression in pedagogical practice are discussed which may inform practitioners and policy makers who are concerned with the gap in EFL learning and teaching.
In Chapter 4, (Cultures of learning in English language classrooms in Taiwan during the transition year from elementary to junior high school), Chin-Pin Chen develops further the issue of elementary-junior high school transition with an analysis of discursive patterns which influence and inform the transitional year. This chapter addresses the question of “whole-class teaching, individual testing” and its implications for the transitional process. Despite the apparent similarities in terms of teachers’ design of whole-class teaching activities and conducting of individual tests before and after transition, the meanings of tests are probably different, indicating possible discontinuity of cultures of learning between the two educational phases. Since teachers from both educational phases hardly have opportunity to meet each other, a certain degree of mistrust can arise, and none of this is to the benefit of students moving from one educational phase to the other.
The next group of chapters concentrates even more on learners and learning processes. In Chapter 5, (EFL learners developing critical intercultural awareness through process drama), Wen-ling Irene Chen challenges the role of foreign languages teaching and learning in the reproductive purpose of education systems. Her study addresses the significance and urgency of developing “critical intercultural awareness” (CIA) in Taiwan students’ language learning experience, by describing an action research project that explores how and why CIA can be developed in process drama praxis in the context of Advanced English Learners’ Programs for junior high school students in Taiwan.
In Chapter 6, (A cooperative task-based learning approach to motivating low achieving readers of English in a Taiwanese university), Tsu-Chia Julia Hsu analyzes the problem of some first-year university students in Taiwan who had low English scores in their university entrance examinations, and who did not necessarily perform at their full potential in English language. Her study seeks an effective approach to the teaching of reading, one that will help these students to enhance their confidence and motivation. The approach includes cooperative learning and Task-Based Language Teaching, which encourages frequent interactions and positive involvements that are crucial for reinforcing motivation. A new pedagogy integrating these two methods was thus developed and applied.
In Chapter 7, (A study of translation teaching in a university of science and technology in Taiwan), Hsiu-Tzu Charlene Shen argues that translation studies is seen as a significant facilitator in the nation’s competitiveness in a globalized economy, and has developed as a discipline in the past two decades to answer the call from government for a response to globalization. Given the limited literature about Translation Studies curriculum development in Taiwan and taking into account the students’ interests in a technological university context, her study investigates whether students will learn effectively or perform better when taught with a curriculum which is derived from their needs.
Finally, in this section, Chapter 8, (Promoting the cultural dimension in EFL teaching: a turning point for English education in Taiwan), Yau Tsai argues that the promotion of the cultural dimension in EFL teaching is the key factor which can help students to develop the intercultural communicative competence needed in a global society. Her study explains the characteristics of intercultural communicative competence and the reasons why promoting the cultural dimension in EFL teaching leads to the development of this competence. Through the analysis of group interviews with students, relevant problems impeding the promotion of the cultural dimension in EFL teaching are identified and then suggestions are made for both the Ministry of Education and English teachers in Taiwan.
In the fourth and final group of chapters the focus is on teachers, on their classroom activities and on their professional development. In Chapter 9, (Analyzing EFL team-teaching in Taiwanese elementary English education: an intercultural perspective), Shu-Hsin Chen analyzes “team teaching”, a phenomenon often seen in elementary and/or secondary EFL classrooms in some East Asian countries, including Taiwan, where the fact that cultural differences between local teachers and foreign teachers affect team teaching effectiveness, is receiving increasing attention. Aiming at understanding how teachers of EFL conceptualize their team teaching experience, this ethnographic study elicited interview data from local and foreign teachers of EFL in Taiwan. The intercultural team teaching capacity (ITTC) model provides a useful source for future research and training programme development in the areas of TESOL, ELT, intercultural education, intercultural communication, and multicultural team management.
In Chapter 10, (The journey of sixty adventurers to becoming English language teachers in Taiwan) Wei-Yan Miguel Li evaluates the success of ELT initial teacher education in Taiwan. The effectiveness and practicality of the training contents and the outcomes of different training programmes are investigated. One central concept needs clarifying: what is expected in an able ELT? It is only with a clear idea of an answer to this question that the evaluation of training programs is possible, to establish if they are providing training in accordance with what the trainees need for their future teaching profession. A framework of required professional competencies (FRPC) is developed which characterizes a competent language teacher and is a basis for evaluation of courses.
In Chapter 11, (An online teacher professional development framework for Taiwanese English teachers in supplementary schools: undoing self-marginalization), Pai-Hsien Aiden Yeh argues that Taiwanese English teachers in supplementary schools are often marginalized. This is partially caused by widespread discrimination in Taiwan where people hold a strong misconception that only those with native-speaker-like features can be considered as “true native English speaker teachers”. Her study shows that to become an effective EFL teacher, one must be motivated to gain improvements in professional skills, stay committed to the profession, and keep the passion for teaching and learning burning. Perhaps more importantly, it shows that engaging in continuous teacher professional development can be a form of self-empowerment; improving themselves professionally can boost teachers’ sense of identity as language teachers.
In Chapter 12, (Towards a global citizenship: the intercultural competence development of Taiwanese university teachers through short-term study abroad), I-Jane Janet Weng is concerned with the promotion of intercultural citizenship which favors multiculturalism and equality in preparing students in a global community. Her study seeks to expand the focus of research to report the learning experience of seven Taiwanese university teachers who participated in a short-term overseas tour. She found that an authentic and rich intercultural short study abroad program can serve as an effective way in fostering the intercultural competence of university teachers. The intercultural experience helps them transform personally and professionally to teach with new approaches to promote intercultural citizenship.
Wen-Chuan Lin and Michael Byram
In an age of globalization, English as a foreign language (EFL) is generally assumed to be the pivotal element in global communication. Crystal (2003) described English as a “global language”, given its geographical-historical and socio-cultural influences, and people in Taiwan tend to assume that anything involving English must be good. In Taiwan, learning English as an international language has become vital to its economy in terms of providing access to the world community, and is viewed as one of the keys to success in Taiwan’s economic globalization and modernization. Being able to speak English carries considerable prestige and it is generally believed that speaking better English fuels upward mobility in terms of occupation and social status. However, official views of economic and international exigency tend to see the overall decline in the national examination results for EFL learning as disappointing (e.g., Chang, 2006) and this gives rise to a growing public concern about young people’s capacity for communicating across the world in English.
The authors of this book are EFL teachers and researchers who have years of EFL teaching experiences at various educational levels in Taiwan. They have searched for practical examples of innovation or illustrations of empirical findings from their research work -predominantly from their doctoral studies -dealing with either their analyses of EFL teaching on a mundane daily basis or their understanding of the contemporary EFL context and its historical origins. The nature of the book therefore is a reflection and reconceptualization of EFL teachers’ and researchers’ practice through scientific inquiry. The purpose is to provide new insights such as cultural and intercultural approaches to English teaching and learning.
This book is written however not only for Taiwanese readers but also for readers in other Asian regions such as China, Hong Kong, Singapore, Japan and Korea who are concerned with EFL language and education as much as professionals in Taiwan. For the editors and contributors are convinced that the issues raised are common throughout East Asia and that a cooperative approach to analysis and resolution is the best way forward.
The book is divided into four parts. In the first part there are two chapters which contextualize language teaching by historical analysis of the significance of languages in Taiwan. In Chapter 1, (Towards an intercultural citizenship community: monoculturalism or interculturalism?), Mei-Lan Huang presents a historical analysis of the evolution of language education and monoculturalism in Taiwan after 1945. Her chapter analyzes the relationship between the ideology of Chinese monoculturalism and its language education on the one hand, and on the other hand the development of imagined Taiwanese monoculturalism and its efforts in building the concept of a Taiwanese nation through reviving Taiwanese local native languages in present and future language education. It is based on document analysis and interviews with key figures in Taiwan recalling their childhood experience of education.
In Chapter 2, (Identity, education, and language: a case study in Taiwan), Grace Lee analyzes how language attitudes in Taiwan play out in people’s lives, some traces of which are also present in Chapter 1. Here, however, the objective was to look, in a detailed and chronological analysis, at the life history of one Taiwanese woman who lived through three educational systems in Taiwan. Her life story, collected through multiple interviews, is examined for moments and experiences which depict her views on her identity, and analyzed with particular attention to the relationship between identity, language and education.
The second group of chapters brings the focus onto the experiences of learners in the education system today at the crucial moments of transition from one level to the next. In Chapter 3, (Challenging the pedagogical discontinuity in EFL between elementary and junior high schools in Taiwan), Wen-Chuan Lin addresses the need to solve problems of elementary-junior high school transition and ensure continuity in pedagogical practice between the two social settings. His study explores differences in students’ access to EFL learning in four Taiwanese junior high schools and challenges the myth of “the earlier the better in learning foreign languages” when there is no consideration of issues of transition between elementary and junior high. Implications pertaining to elementary-junior high progression in pedagogical practice are discussed which may inform practitioners and policy makers who are concerned with the gap in EFL learning and teaching.
In Chapter 4, (Cultures of learning in English language classrooms in Taiwan during the transition year from elementary to junior high school), Chin-Pin Chen develops further the issue of elementary-junior high school transition with an analysis of discursive patterns which influence and inform the transitional year. This chapter addresses the question of “whole-class teaching, individual testing” and its implications for the transitional process. Despite the apparent similarities in terms of teachers’ design of whole-class teaching activities and conducting of individual tests before and after transition, the meanings of tests are probably different, indicating possible discontinuity of cultures of learning between the two educational phases. Since teachers from both educational phases hardly have opportunity to meet each other, a certain degree of mistrust can arise, and none of this is to the benefit of students moving from one educational phase to the other.
The next group of chapters concentrates even more on learners and learning processes. In Chapter 5, (EFL learners developing critical intercultural awareness through process drama), Wen-ling Irene Chen challenges the role of foreign languages teaching and learning in the reproductive purpose of education systems. Her study addresses the significance and urgency of developing “critical intercultural awareness” (CIA) in Taiwan students’ language learning experience, by describing an action research project that explores how and why CIA can be developed in process drama praxis in the context of Advanced English Learners’ Programs for junior high school students in Taiwan.
In Chapter 6, (A cooperative task-based learning approach to motivating low achieving readers of English in a Taiwanese university), Tsu-Chia Julia Hsu analyzes the problem of some first-year university students in Taiwan who had low English scores in their university entrance examinations, and who did not necessarily perform at their full potential in English language. Her study seeks an effective approach to the teaching of reading, one that will help these students to enhance their confidence and motivation. The approach includes cooperative learning and Task-Based Language Teaching, which encourages frequent interactions and positive involvements that are crucial for reinforcing motivation. A new pedagogy integrating these two methods was thus developed and applied.
In Chapter 7, (A study of translation teaching in a university of science and technology in Taiwan), Hsiu-Tzu Charlene Shen argues that translation studies is seen as a significant facilitator in the nation’s competitiveness in a globalized economy, and has developed as a discipline in the past two decades to answer the call from government for a response to globalization. Given the limited literature about Translation Studies curriculum development in Taiwan and taking into account the students’ interests in a technological university context, her study investigates whether students will learn effectively or perform better when taught with a curriculum which is derived from their needs.
Finally, in this section, Chapter 8, (Promoting the cultural dimension in EFL teaching: a turning point for English education in Taiwan), Yau Tsai argues that the promotion of the cultural dimension in EFL teaching is the key factor which can help students to develop the intercultural communicative competence needed in a global society. Her study explains the characteristics of intercultural communicative competence and the reasons why promoting the cultural dimension in EFL teaching leads to the development of this competence. Through the analysis of group interviews with students, relevant problems impeding the promotion of the cultural dimension in EFL teaching are identified and then suggestions are made for both the Ministry of Education and English teachers in Taiwan.
In the fourth and final group of chapters the focus is on teachers, on their classroom activities and on their professional development. In Chapter 9, (Analyzing EFL team-teaching in Taiwanese elementary English education: an intercultural perspective), Shu-Hsin Chen analyzes “team teaching”, a phenomenon often seen in elementary and/or secondary EFL classrooms in some East Asian countries, including Taiwan, where the fact that cultural differences between local teachers and foreign teachers affect team teaching effectiveness, is receiving increasing attention. Aiming at understanding how teachers of EFL conceptualize their team teaching experience, this ethnographic study elicited interview data from local and foreign teachers of EFL in Taiwan. The intercultural team teaching capacity (ITTC) model provides a useful source for future research and training programme development in the areas of TESOL, ELT, intercultural education, intercultural communication, and multicultural team management.
In Chapter 10, (The journey of sixty adventurers to becoming English language teachers in Taiwan) Wei-Yan Miguel Li evaluates the success of ELT initial teacher education in Taiwan. The effectiveness and practicality of the training contents and the outcomes of different training programmes are investigated. One central concept needs clarifying: what is expected in an able ELT? It is only with a clear idea of an answer to this question that the evaluation of training programs is possible, to establish if they are providing training in accordance with what the trainees need for their future teaching profession. A framework of required professional competencies (FRPC) is developed which characterizes a competent language teacher and is a basis for evaluation of courses.
In Chapter 11, (An online teacher professional development framework for Taiwanese English teachers in supplementary schools: undoing self-marginalization), Pai-Hsien Aiden Yeh argues that Taiwanese English teachers in supplementary schools are often marginalized. This is partially caused by widespread discrimination in Taiwan where people hold a strong misconception that only those with native-speaker-like features can be considered as “true native English speaker teachers”. Her study shows that to become an effective EFL teacher, one must be motivated to gain improvements in professional skills, stay committed to the profession, and keep the passion for teaching and learning burning. Perhaps more importantly, it shows that engaging in continuous teacher professional development can be a form of self-empowerment; improving themselves professionally can boost teachers’ sense of identity as language teachers.
In Chapter 12, (Towards a global citizenship: the intercultural competence development of Taiwanese university teachers through short-term study abroad), I-Jane Janet Weng is concerned with the promotion of intercultural citizenship which favors multiculturalism and equality in preparing students in a global community. Her study seeks to expand the focus of research to report the learning experience of seven Taiwanese university teachers who participated in a short-term overseas tour. She found that an authentic and rich intercultural short study abroad program can serve as an effective way in fostering the intercultural competence of university teachers. The intercultural experience helps them transform personally and professionally to teach with new approaches to promote intercultural citizenship.
Wen-Chuan Lin and Michael Byram
In an age of globalization, English as a foreign language (EFL) is generally assumed to be the pivotal element in global communication. Crystal (2003) described English as a “global language”, given its geographical-historical and socio-cultural influences, and people in Taiwan tend to assume that anything involving English must be good. In Taiwan, learning English as an international language has become vital to its economy in terms of providing access to the world community, and is viewed as one of the keys to success in Taiwan’s economic globalization and modernization. Being able to speak English carries considerable prestige and it is generally believed that speaking better English fuels upward mobility in terms of occupation and social status. However, official views of economic and international exigency tend to see the overall decline in the national examination results for EFL learning as disappointing (e.g., Chang, 2006) and this gives rise to a growing public concern about young people’s capacity for communicating across the world in English.
The authors of this book are EFL teachers and researchers who have years of EFL teaching experiences at various educational levels in Taiwan. They have searched for practical examples of innovation or illustrations of empirical findings from their research work -predominantly from their doctoral studies -dealing with either their analyses of EFL teaching on a mundane daily basis or their understanding of the contemporary EFL context and its historical origins. The nature of the book therefore is a reflection and reconceptualization of EFL teachers’ and researchers’ practice through scientific inquiry. The purpose is to provide new insights such as cultural and intercultural approaches to English teaching and learning.
This book is written however not only for Taiwanese readers but also for readers in other Asian regions such as China, Hong Kong, Singapore, Japan and Korea who are concerned with EFL language and education as much as professionals in Taiwan. For the editors and contributors are convinced that the issues raised are common throughout East Asia and that a cooperative approach to analysis and resolution is the best way forward.
新穎視閾下的英語教學與教育變革：跨文化與在地語境的深度融閤 本書旨在探索當代英語語言教學與教育領域所麵臨的深刻變革，聚焦於如何在全球化與本土化雙重驅動下，構建更具前瞻性、適應性和文化敏感性的教學範式。本書集閤瞭多位教育理論傢、語言學傢及一綫實踐者的精粹見解，深入剖析瞭當前英語教育實踐中的核心議題，尤其強調瞭超越傳統教學框架，融入多元文化視角與深度社會語境的重要性。 第一部分：全球化語境下的語言教育哲學重塑 本部分首先對當前全球英語作為交際媒介（English as a Lingua Franca, ELF）的興起進行瞭詳盡的考察。我們不再將英語視為單純的“英美標準”，而是將其視為一種動態的、服務於全球交流的工具。書中探討瞭ELF對教學法産生的實際影響：教師如何平衡對規範化語言的教授與對非母語使用者間交際策略的培養？傳統語音教學目標是否需要調整？我們考察瞭“英語作為世界語”的觀念如何顛覆瞭傳統的“目標語文化”的絕對中心地位，促使教育者反思“文化資本”的積纍方式。 隨後，本書深入討論瞭語言意識形態（Linguistic Ideologies）在教育政策製定和課堂實踐中的潛移默化作用。我們批判性地審視瞭“英語霸權”的結構性問題，並提齣瞭構建更具民主和平等精神的語言教育觀。這包括對英語學習動機的深度心理學分析，探討功利主義目標（如升學考試）與內在學習興趣之間的張力，並提供瞭一係列促進學習者主體性和自主性的教學策略。 第二部分：課程設計與教學法的前沿探索 在課程設計方麵，本書主張從“內容驅動”嚮“能力導嚮”的根本性轉變。我們詳細闡述瞭基於任務的學習（Task-Based Language Teaching, TBLT）在培養真實交際能力方麵的應用潛力，並討論瞭如何將學科內容融入語言教學（Content and Language Integrated Learning, CLIL）的實踐細節，尤其關注跨學科知識遷移的可能性。 教學法的創新是本書的另一核心焦點。我們不再滿足於單一的教學流派，而是倡導“生態學教學法”——一種能夠根據具體學習群體、文化背景和教育資源靈活調配教學資源的實踐哲學。書中詳細介紹瞭混閤式學習（Blended Learning）模型在英語課堂中的有效集成，包括如何利用數字工具增強學習的參與度和個性化體驗，同時警惕技術濫用對深度思考的潛在負麵影響。 特彆值得關注的是，本書對“批判性思維”（Critical Thinking）在英語教學中的融入進行瞭細緻的論述。我們認為，語言學習不應僅是信息的接收與復述，而應是意義的建構與質疑。書中提供瞭將文本分析與社會熱點問題相結閤的教學活動設計，旨在培養學習者對語言背後的權力關係、偏見和隱含假設的識彆能力。 第三部分：評估與反饋機製的革新 評估是衡量教學成效的關鍵環節，本書對傳統的高風險標準化考試模式提齣瞭建設性的批評，並提齣瞭形成性評估（Formative Assessment）的深化應用路徑。我們認為，評估的目標是促進學習，而非僅僅測量結果。書中詳細介紹瞭如何設計更具真實性、更少焦慮感的評估任務，例如基於錶現的評估（Performance-based Assessment）和數字檔案袋（e-Portfolios）的構建與評分標準確立。 關於反饋，本書強調“有效反饋的質量而非數量”。我們探討瞭同伴互評（Peer Feedback）和教師反饋的互動性，主張反饋應是及時的、具體的、可操作的，並幫助學習者建立自我修正的能力。這部分內容尤其關注如何通過反饋機製，幫助學習者理解其語言産齣與目標交際情境之間的差距。 第四部分：教師專業發展與知識共享社區 本書認識到，任何教學法的革新最終都依賴於教師的專業能力和信念係統。因此，我們探討瞭麵嚮未來的教師專業發展（Teacher Professional Development, TPD）模式。這不僅包括定期的研討會和培訓，更強調基於實踐的研究（Practice-based Research）和教師學習共同體（Communities of Practice）的建設。教師應被視為教育研究的共同生産者，而非知識的被動接收者。 我們分析瞭教師在麵對復雜課堂環境（如混閤能力班級、多重文化背景學生）時所需要的特殊素養，包括文化響應式教學（Culturally Responsive Teaching）的能力。書中提供瞭促進教師反思性實踐（Reflective Practice）的工具和框架，鼓勵教師持續審視自身教學選擇背後的假設，並將其與最新的語言學研究成果相結閤。 結論：邁嚮一個更具包容性的語言教育未來 全書的論述最終導嚮一個願景：構建一個真正以學習者為中心，能夠積極迴應社會需求、文化多樣性與技術進步的英語教育係統。本書不僅是對現有教學實踐的批判性迴顧，更是一份對未來英語教育發展方嚮的積極呼籲和實用指南，旨在激勵教育工作者勇於探索新的、更具人文關懷的教學路徑。本書適閤高等院校的英語教育專業學生、一綫中小學英語教師、課程設計者以及教育政策製定者深入研讀和參考。
著者信息
圖書目錄
THE CONTRIBUTORS
ACKNOWLEDGEMENT
FOREWORDS
INTRODUCTION Wen-Chuan Lin and Michael Byram
Part I. Language Education and Identity
1. Towards an Intercultural Citizenship Community: Monoculturalism or Interculturalism? (Mei-Lan Huang)
2. Identity, Education, and Language : A Case Study in Taiwan (Grace Lee)
Part II. Transitions
3. Challenging the Pedagogical Discontinuity in EFL between Elementary and Junior High Schools in Taiwan (Wen-Chuan Lin)
4. Cultures of Learning in English Language Classrooms in Taiwan during Transition from Elementary to Junior High School (Chin-Pin Chen)
Part III. Learning and Learners
5. EFL Learners Developing Critical Intercultural Awareness through Process Drama (Wen-Ling Irene Chen)
6. A Cooperative Task-based Learning Approach to Motivating Low Achieving Readers of English in a Taiwanese University (Tsu-Chia Julia Hsu)
7. A Study of Translation Teaching in a University of Science and Technology in Taiwan (Hsiu-Tzu Charlene Shen)
8. Promoting the Cultural Dimension in EFL Teaching: A Turning Point for English Education in Taiwan (Yau Tsai)
Part IV. Teachers and Teaching
9. Analyzing EFL Team-Teaching in Taiwanese Elementary English Education: An Intercultural Perspective (Shu-Hsin Chen)
10. The Journey of Sixty Adventurers to Becoming English Language Teachers in Taiwan (Wei-Yan Miguel Li)
11. An Online Teacher Professional Development Framework for Taiwanese English Teachers in Supplementary Schools: Undoing Self-Marginalization (Pai-Hsien Aiden Yeh)
12. Towards a Global Citizenship: The Intercultural Competence Development of Taiwanese University Teachers through Short-term Study Abroad (I-Jane Janet Weng)
ACKNOWLEDGEMENT
FOREWORDS
INTRODUCTION Wen-Chuan Lin and Michael Byram
Part I. Language Education and Identity
1. Towards an Intercultural Citizenship Community: Monoculturalism or Interculturalism? (Mei-Lan Huang)
2. Identity, Education, and Language : A Case Study in Taiwan (Grace Lee)
Part II. Transitions
3. Challenging the Pedagogical Discontinuity in EFL between Elementary and Junior High Schools in Taiwan (Wen-Chuan Lin)
4. Cultures of Learning in English Language Classrooms in Taiwan during Transition from Elementary to Junior High School (Chin-Pin Chen)
Part III. Learning and Learners
5. EFL Learners Developing Critical Intercultural Awareness through Process Drama (Wen-Ling Irene Chen)
6. A Cooperative Task-based Learning Approach to Motivating Low Achieving Readers of English in a Taiwanese University (Tsu-Chia Julia Hsu)
7. A Study of Translation Teaching in a University of Science and Technology in Taiwan (Hsiu-Tzu Charlene Shen)
8. Promoting the Cultural Dimension in EFL Teaching: A Turning Point for English Education in Taiwan (Yau Tsai)
Part IV. Teachers and Teaching
9. Analyzing EFL Team-Teaching in Taiwanese Elementary English Education: An Intercultural Perspective (Shu-Hsin Chen)
10. The Journey of Sixty Adventurers to Becoming English Language Teachers in Taiwan (Wei-Yan Miguel Li)
11. An Online Teacher Professional Development Framework for Taiwanese English Teachers in Supplementary Schools: Undoing Self-Marginalization (Pai-Hsien Aiden Yeh)
12. Towards a Global Citizenship: The Intercultural Competence Development of Taiwanese University Teachers through Short-term Study Abroad (I-Jane Janet Weng)
圖書序言
Forewords
Congratulations on the publication of New Approaches to English Language and Education in Taiwan: Cultural and Intercultural Perspectives, which will bring new insights into the teaching and learning of English in Taiwan.
For decades, teachers of young learners of English have had trouble coping with the challenges of developing English communication skills in their pupils, despite the students having spent long years of learning. Regardless, English is regarded as one of the crucial subjects for academic advancement in schools of all levels. It is also a major tool on which all members of the business community rely for networking with their counterparts worldwide. English language skills are regarded as indispensable in all walks of life.
This widespread consensus is common not only in Taiwan, but also all over the world today. It is for this reason that the cover story of the Nov. 15, 1982issue of Newsweek was titled “English, English Everywhere”, and comments: “Today, like it or curse it, English has become the closest thing to a lingua franca around the globe.”
The global influence of English today was the subject of another cover story of Newsweek on March 7, 2005, entitled “Who Owns English?” The essay asserted that “English is the language of business, technology, and increasingly empowerment”. In consideration of the role that the English language plays in the contemporary world, the Ministry of Education of Taiwan has been actively promoting quality English teaching and learning so as to develop talents of all kinds, aiming at enhancing Taiwan’s international competitiveness in the long run.
Despite the universal desire to learn English, the efficacy of English language teaching in Taiwan has been an issue. Although students have typically devoted six to ten years to the study of English, their fundamental communication skills are far from acceptable, if we look at the results of standardized tests such as TOEIC, TOEFL iBT, IELTS, and others. So often the policy makers in English language education fail to appreciate the fact that its takes diverse measures to ensure the outcome of teaching and learning, the promotion of which requires activated motivation, interactive communication between teachers and students, and approaches based on achievement-driven and task-based practices. And above all, creative and challenging programs of teacher training for ensuring sound and practical pedagogies are essential.
Against the backdrop of the aforementioned issues, the publication of New Approaches to English Language and Education in Taiwan: Cultural and Intercultural Perspectives has addressed the key problems of English teaching and learning in Taiwan. With papers representing cutting-edge research in the four areas of “language education and identity”, “transition and continuity of learning between different levels of schools”, “learning and learners”, and “teachers and teaching”, all the stakeholders of English teaching and learning, namely, policy makers, English language teachers, and students of English, will be able to convert their liabilities into assets.
Echoing Professor Wen-Chuan Lin’s (2016) observation that EFL learning is viewed as one of the keys to success in Taiwan’s economic globalization and modernization, the publication of New Approaches to English Language and Education in Taiwan: Cultural and Intercultural Perspectives should be able to empower English language teachers and learners and help them arrive at this goal.
Forewords
Recognizing the importance of English in the globalized world, the ROC (Taiwan) government has spared no effort in promoting the teaching and learning of the lingua franca of the 21stcentury—in order to ensure Taiwan’s competitiveness in the world arena. Despite large investments—both public and private—on English education, it is nonetheless evident that over the years, the general public is not totally satisfied with the outcomes of Taiwan’s English education. This dissatisfaction is a natural result of a number of interlocking factors: exam-oriented instruction, lack of qualified teachers at the primary level, students with differing proficiency levels in the same classroom, insufficient language input and hours of weekly instruction, low motivation and widening gap of English language proficiency, not to mention those poorly constructed English tests that tend to frustrate rather than promote learning.
In recent years, numerous research projects have been conducted in search for feasible solutions to the foregoing problems. The appearance of New Approaches to English Language and Education in Taiwan: Cultural and Intercultural Perspectives is particularly welcome as it aims to provide its readers with new perspectives on the thorny issue regarding the (in)effectiveness of Taiwan’s English Language Teaching (ELT). New Approaches contains 12 chapters, divided into four parts, each focusing on an issue of significance to English language and education in Taiwan. The authors are all experienced English teachers and researchers, and their research deals with a wide variety of topics at different stages of English teaching and learning in Taiwan. This book thus offers its readers a comprehensive view of the status quo of Taiwan’s ELT as well as the challenges that await sound solutions. A further benefit for the readers is the research methodology each author shares at the end of each chapter, which is of great importance as teachers today are encouraged to do action research to grow professionally. Finally, New Approaches is unique in that 8 of its authors were graduates of Durham University, the UK, and their doctoral theses were supervised by Professor Michael Byram, a renowned scholar and researcher on bilingual education, comparative education, and foreign language teaching. New Approaches is thus significant in that it marks an inseparable bond between a distinguished and devoted teacher and his students here in Taiwan!
Congratulations on the publication of New Approaches to English Language and Education in Taiwan: Cultural and Intercultural Perspectives, which will bring new insights into the teaching and learning of English in Taiwan.
For decades, teachers of young learners of English have had trouble coping with the challenges of developing English communication skills in their pupils, despite the students having spent long years of learning. Regardless, English is regarded as one of the crucial subjects for academic advancement in schools of all levels. It is also a major tool on which all members of the business community rely for networking with their counterparts worldwide. English language skills are regarded as indispensable in all walks of life.
This widespread consensus is common not only in Taiwan, but also all over the world today. It is for this reason that the cover story of the Nov. 15, 1982issue of Newsweek was titled “English, English Everywhere”, and comments: “Today, like it or curse it, English has become the closest thing to a lingua franca around the globe.”
The global influence of English today was the subject of another cover story of Newsweek on March 7, 2005, entitled “Who Owns English?” The essay asserted that “English is the language of business, technology, and increasingly empowerment”. In consideration of the role that the English language plays in the contemporary world, the Ministry of Education of Taiwan has been actively promoting quality English teaching and learning so as to develop talents of all kinds, aiming at enhancing Taiwan’s international competitiveness in the long run.
Despite the universal desire to learn English, the efficacy of English language teaching in Taiwan has been an issue. Although students have typically devoted six to ten years to the study of English, their fundamental communication skills are far from acceptable, if we look at the results of standardized tests such as TOEIC, TOEFL iBT, IELTS, and others. So often the policy makers in English language education fail to appreciate the fact that its takes diverse measures to ensure the outcome of teaching and learning, the promotion of which requires activated motivation, interactive communication between teachers and students, and approaches based on achievement-driven and task-based practices. And above all, creative and challenging programs of teacher training for ensuring sound and practical pedagogies are essential.
Against the backdrop of the aforementioned issues, the publication of New Approaches to English Language and Education in Taiwan: Cultural and Intercultural Perspectives has addressed the key problems of English teaching and learning in Taiwan. With papers representing cutting-edge research in the four areas of “language education and identity”, “transition and continuity of learning between different levels of schools”, “learning and learners”, and “teachers and teaching”, all the stakeholders of English teaching and learning, namely, policy makers, English language teachers, and students of English, will be able to convert their liabilities into assets.
Echoing Professor Wen-Chuan Lin’s (2016) observation that EFL learning is viewed as one of the keys to success in Taiwan’s economic globalization and modernization, the publication of New Approaches to English Language and Education in Taiwan: Cultural and Intercultural Perspectives should be able to empower English language teachers and learners and help them arrive at this goal.
Chen-ching Li, Ph.D.
Professor Emeritus
Department of English
Shih Hsin University
Professor Emeritus
Department of English
Shih Hsin University
Forewords
Recognizing the importance of English in the globalized world, the ROC (Taiwan) government has spared no effort in promoting the teaching and learning of the lingua franca of the 21stcentury—in order to ensure Taiwan’s competitiveness in the world arena. Despite large investments—both public and private—on English education, it is nonetheless evident that over the years, the general public is not totally satisfied with the outcomes of Taiwan’s English education. This dissatisfaction is a natural result of a number of interlocking factors: exam-oriented instruction, lack of qualified teachers at the primary level, students with differing proficiency levels in the same classroom, insufficient language input and hours of weekly instruction, low motivation and widening gap of English language proficiency, not to mention those poorly constructed English tests that tend to frustrate rather than promote learning.
In recent years, numerous research projects have been conducted in search for feasible solutions to the foregoing problems. The appearance of New Approaches to English Language and Education in Taiwan: Cultural and Intercultural Perspectives is particularly welcome as it aims to provide its readers with new perspectives on the thorny issue regarding the (in)effectiveness of Taiwan’s English Language Teaching (ELT). New Approaches contains 12 chapters, divided into four parts, each focusing on an issue of significance to English language and education in Taiwan. The authors are all experienced English teachers and researchers, and their research deals with a wide variety of topics at different stages of English teaching and learning in Taiwan. This book thus offers its readers a comprehensive view of the status quo of Taiwan’s ELT as well as the challenges that await sound solutions. A further benefit for the readers is the research methodology each author shares at the end of each chapter, which is of great importance as teachers today are encouraged to do action research to grow professionally. Finally, New Approaches is unique in that 8 of its authors were graduates of Durham University, the UK, and their doctoral theses were supervised by Professor Michael Byram, a renowned scholar and researcher on bilingual education, comparative education, and foreign language teaching. New Approaches is thus significant in that it marks an inseparable bond between a distinguished and devoted teacher and his students here in Taiwan!
Vincent Wuchang Chang
Taipei, Taiwan
Taipei, Taiwan
圖書試讀
用户评价
评分
作為一名即將步入職場的大學畢業生，我曾麵臨著一個普遍的睏惑：盡管在校期間學習瞭多年英語，但真正到瞭需要用英語進行專業交流的時候，卻常常感到力不從心。這種現象，我總覺得與我們的英語教學模式有關。《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》這本書的齣現，為我提供瞭一個重新審視這個問題的契機。書名中的“新方法”三個字，讓我看到瞭改變的希望。我尤其關注書中關於“跨文化視角”的論述。在我的求學經曆中，我們更多地是被要求掌握標準的語言錶達，而對於如何理解和應對不同文化背景下的溝通方式，卻鮮有涉及。這種缺失，導緻我們在與國際友人交流時，常常因為文化上的誤解而産生不必要的摩擦。我非常期待這本書能夠提供一些實用的策略，幫助我們理解不同文化在溝通方式、價值觀等方麵的差異，從而在實際工作中，能夠更有效地運用英語進行跨文化交流，避免溝通障礙，建立更穩固的閤作關係。這本書的齣版，對於我們這些即將踏入社會、走嚮國際舞颱的年輕人來說，無疑是一份寶貴的精神食糧。
评分我是一名對教育發展趨勢保持高度關注的教育學者，近期拜讀瞭《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》一書，著實令人耳目一新。本書並非簡單地羅列教學技巧，而是從更宏觀的視角齣發，審視颱灣英語教育在當前全球化背景下麵臨的挑戰與機遇。其“文化與跨文化視角”的切入點尤為關鍵，它提醒我們，語言的學習從來不是孤立的，而是深深植根於文化土壤之中。在颱灣這樣一個擁有獨特曆史背景和多元文化交融的地區，如何理解並運用好這種文化特質，來優化英語教育，是一個極具研究價值的課題。我尤其好奇書中對於“跨文化”概念的解讀。它是否會超越簡單的“東西方文化對比”，而是深入探討在颱灣本土文化框架下，如何培養學生具備同理心、開放性和尊重差異的跨文化交際能力？這種能力在當今社會，其重要性不亞於語言本身的流利度。書中提供的研究方法和理論框架，也讓我倍感期待。是否采用瞭實證研究，還是基於理論分析？是否整閤瞭社會學、人類學、語言學等多學科的理論，從而構建齣更全麵、更深刻的分析模型？這些都將是影響我未來研究方嚮的重要因素。這本書的齣現，無疑為颱灣的英語教育研究注入瞭一股清流，值得深入探索和思考。
评分我是一位對社會文化變遷有著敏銳洞察力的評論員，近期對《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》一書進行瞭初步的閱讀。這本書的齣現，恰逢颱灣社會正經曆著前所未有的文化碰撞與融閤時期，其“文化與跨文化視角”的切入點，無疑是抓住瞭時代的脈搏。在傳統意義上，英語教育往往被視為一種技能的傳授，而這本書則將其提升到瞭文化層麵，這本身就具有深刻的意義。我特彆關注書中對於“新方法”的探討，是否能夠有效應對當前英語教育中存在的“去本土化”或“過度西化”的傾嚮？書中是否會提齣一套能夠既保持語言的國際性，又能彰顯颱灣本土文化獨特性的教學理念和實踐路徑？此外，對於“跨文化”的論述，我希望能看到其超越淺層的美學差異，深入到權力關係、曆史敘事等更深層次的文化構建，從而幫助讀者理解在全球化背景下，颱灣如何定位自身文化，並在與世界的交流中保持獨立性和主體性。這本書的價值，或許不僅在於其對教育領域的直接影響，更在於它能夠引發社會對於文化認同、身份建構等議題的廣泛思考，從而推動整個社會的文化進步。
评分我是一名對社會議題有著濃厚興趣的公民，關注著颱灣社會在全球化浪潮中的身份認同問題。《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》這本書的書名，立刻引起瞭我的共鳴。它不僅僅關注英語教育本身，更將目光投嚮瞭“文化與跨文化視角”，這恰恰觸及瞭當前颱灣社會所麵臨的核心議題。我非常好奇書中是否會探討，在英語教育中，如何避免“文化殖民”的潛在影響，而是積極地構建一種既能接軌國際，又能凸顯颱灣本土文化特色的教育模式。例如，是否會鼓勵學生用英語講述颱灣的故事，傳播颱灣的價值理念，從而在國際舞颱上發齣“颱灣之聲”？同時，對於“跨文化”的論述，我希望看到其深度和廣度。它是否會觸及不同文化在權力、曆史、價值觀等方麵的微妙差異，並提供一些在理解和處理這些差異時的策略？這本書的齣現，對我而言，不僅僅是關於英語教育的討論，更是關於如何在一個日益多元化的世界中，保持文化自信，並與其他文化進行有意義的對話。我期待這本書能夠引發更廣泛的社會討論，促進我們對文化認同和跨文化交流的深入思考。
评分我是一名熱衷於教育改革的傢長，深切關注著孩子在颱灣接受英語教育的現狀。《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》這本書的書名，立刻吸引瞭我的注意。在當今全球化的時代，我們都希望孩子能掌握一門國際語言，但同時，我們也不希望他們因此而疏離自己的本土文化。這本書的“文化與跨文化視角”的切入點，正是我所期望看到的。我非常好奇書中是否會提齣一些創新的教學模式，能夠讓孩子在學習英語的同時，也能深刻理解並珍視颱灣的文化特色。例如，是否會鼓勵通過閱讀颱灣作傢的作品、欣賞颱灣的音樂電影，來學習英語？又或者，是否會組織學生參與與國際學生之間的文化交流活動，讓他們在實踐中學習如何進行跨文化溝通？作為傢長，我最關心的，是如何讓我的孩子在掌握英語這門工具的同時，也能成長為一個具有文化自信和跨文化視野的公民。這本書的齣版，對我來說，就像是為我指明瞭一個方嚮，讓我看到瞭更廣闊的可能性，也讓我對接下來的教育發展充滿瞭信心。我期待這本書能為我們提供實實在在的指導，幫助孩子在學習英語的道路上，走得更遠，也更穩健。
评分作為一個在颱灣生活瞭多年的外國留學生，我一直對這裏的英語教育有自己的觀察和體會。當我看到《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》這本書時，我感到非常興奮，因為它直接觸及瞭我最為關心的問題。在學習英語的過程中，我常常感受到文化背景對理解和運用語言的巨大影響。例如，某些英語錶達在我的母語文化中可能完全是另一層含義，這讓我一度非常睏惑。這本書以“文化與跨文化視角”為主題，讓我看到瞭解決這些問題的希望。我非常期待書中能夠分享一些如何將颱灣本土文化元素融入英語學習的實例，這樣不僅能讓學習過程更有趣，也能幫助學生更好地理解語言背後的文化內涵。同時，我也非常想知道，這本書是否會探討在跨文化交流中，颱灣學生常常會遇到的挑戰，以及如何剋服這些挑戰的有效方法。作為一個外國人，我深切體會到，真正有效的溝通，不僅僅是語言的翻譯，更是文化的理解和尊重。這本書的齣現，讓我覺得它不僅僅是一本學術著作，更像是一座溝通的橋梁，連接瞭不同文化背景下的學習者和教育者，共同探討更人性化、更有效的英語教育之路。
评分作為一名熱愛閱讀的普通讀者，我對《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》這本書的興趣，源於其所蘊含的深刻洞察力。書名中的“新方法”暗示著對現有模式的挑戰和超越，而“文化與跨文化視角”則為我對英語學習的理解打開瞭一扇新的大門。我一直認為，語言是文化的載體，脫離瞭文化的語言學習，往往顯得蒼白無力。在颱灣這樣的環境中，我們如何在學習英語的過程中，更好地展現和傳播我們獨特的文化，又如何從中汲取養分，豐富我們的英語錶達，是值得深思的問題。我希望這本書能夠提供一些具體的例子，展示如何將颱灣的故事、颱灣的價值觀，通過英語講述給世界聽，同時也能夠學習如何理解和欣賞不同文化背景下的思維方式和生活習慣。這本書不僅僅是一本關於英語教育的書，它更像是一本關於如何在這個多元世界中，更好地認識自己、理解他人，並與之和諧共處的生活指南。我期待在閱讀的過程中，能夠獲得更多關於文化自信和跨文化理解的啓示，從而在日常生活中，能夠更加從容地應對各種文化交流的場景。
评分我是一名對教育技術和教學創新充滿熱情的教師，在看到《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》這本書時，我立刻被其前沿性和獨特性所吸引。在信息化時代，單純的語言知識傳授已經無法滿足學生的需求，我們需要更具時代感的、能夠培養學生綜閤能力的教學方法。《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》這本書的“新方法”概念，讓我看到瞭技術賦能教育的可能性，同時也對其“文化與跨文化視角”的融閤充滿瞭好奇。我非常期待書中是否會探討如何利用現代科技手段，例如虛擬現實（VR）、增強現實（AR）、在綫協作平颱等，來構建沉浸式的、跨文化的英語學習體驗。同時，我也希望這本書能夠提供一些案例，展示如何通過這些技術，將颱灣的在地文化、曆史故事等內容，以更加生動、有趣的方式呈現給學生，讓他們在學習英語的過程中，也能感受到科技的魅力以及文化的深度。這本書的齣現，無疑為我們這些積極探索教學創新的教師，提供瞭一個寶貴的參考，也讓我們對未來英語教育的發展方嚮，有瞭更清晰的認知和更堅定的方嚮。
评分我是一名多年從事英語教學的教育者，對於如何提升學生的英語能力和跨文化交際能力，一直孜孜不求。《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》這本書，正是解答我心中睏惑的鑰匙。書名中的“新方法”，讓我看到瞭擺脫傳統教學模式的希望，而“文化與跨文化視角”則將我的目光引嚮瞭語言學習的深層意義。我特彆好奇書中會如何處理“文化”與“英語”之間的關係。是鼓勵學生將颱灣的本土文化融入英語錶達，從而形成一種獨特的“颱灣英語”風格？還是強調在學習英語的過程中，要理解並尊重不同文化背景下的習俗和思維方式，從而避免溝通中的誤解和衝突？我期待書中能夠提供一些切實可行的教學策略，例如，如何設計一些能夠促進學生跨文化理解的課堂活動，如何利用多媒體資源來展現不同文化的魅力，以及如何引導學生在實踐中，學習如何在多元文化的環境中，自信地錶達自己、有效地與他人溝通。這本書的齣現，無疑為我們一綫教師提供瞭一個重要的研究方嚮和實踐範例，讓我對接下來的教學工作充滿瞭期待和動力。
评分作為一名長年深耕於英語教育領域的教師，我一直渴望能找到一本真正能啓發思考、引領變革的著作。終於，《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》這本書的齣現，無疑為我注入瞭一劑強心針。首先，這本書的書名就直擊痛點——“颱灣的英語語言與教育新方法”，這正是我們許多一綫教育工作者迫切需要解答的問題。長期以來，我們對於英語教學的認知，很大程度上受到瞭西方模式的影響，雖然也取得瞭一定的成績，但總覺得在本土化的語境下，總有些許隔閡。而本書副標題“文化與跨文化視角”則更進一步，暗示瞭它不僅僅關注語言本身，更深入挖掘瞭語言與文化之間的復雜關聯，以及如何在多元文化交織的颱灣社會中，構建更具包容性和適應性的英語教育體係。我特彆期待這本書能夠提供一些打破傳統思維定勢的新穎視角，比如，它是否會探討如何在英語教學中融入颱灣本土的文化元素，讓學生在學習英語的過程中，也能加深對自身文化的認同和理解？又或者，它是否會提供一些策略，幫助學生在與不同文化背景的人交流時，能夠更自信、更有效地進行跨文化溝通？這些都是我最感興趣的部分，我相信通過閱讀這本書，我將能獲得寶貴的啓示，從而在我的教學實踐中做齣更具創新性和前瞻性的改變。我對這本書的期待，不僅僅停留在理論層麵，更希望它能提供可操作的建議和案例，讓這些“新方法”真正落地生根，開花結果，為颱灣的英語教育注入新的活力。
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