具体描述
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.
新颖视阈下的英语教学与教育变革：跨文化与在地语境的深度融合 本书旨在探索当代英语语言教学与教育领域所面临的深刻变革，聚焦于如何在全球化与本土化双重驱动下，构建更具前瞻性、适应性和文化敏感性的教学范式。本书集合了多位教育理论家、语言学家及一线实践者的精粹见解，深入剖析了当前英语教育实践中的核心议题，尤其强调了超越传统教学框架，融入多元文化视角与深度社会语境的重要性。 第一部分：全球化语境下的语言教育哲学重塑 本部分首先对当前全球英语作为交际媒介（English as a Lingua Franca, ELF）的兴起进行了详尽的考察。我们不再将英语视为单纯的“英美标准”，而是将其视为一种动态的、服务于全球交流的工具。书中探讨了ELF对教学法产生的实际影响：教师如何平衡对规范化语言的教授与对非母语使用者间交际策略的培养？传统语音教学目标是否需要调整？我们考察了“英语作为世界语”的观念如何颠覆了传统的“目标语文化”的绝对中心地位，促使教育者反思“文化资本”的积累方式。 随后，本书深入讨论了语言意识形态（Linguistic Ideologies）在教育政策制定和课堂实践中的潜移默化作用。我们批判性地审视了“英语霸权”的结构性问题，并提出了构建更具民主和平等精神的语言教育观。这包括对英语学习动机的深度心理学分析，探讨功利主义目标（如升学考试）与内在学习兴趣之间的张力，并提供了一系列促进学习者主体性和自主性的教学策略。 第二部分：课程设计与教学法的前沿探索 在课程设计方面，本书主张从“内容驱动”向“能力导向”的根本性转变。我们详细阐述了基于任务的学习（Task-Based Language Teaching, TBLT）在培养真实交际能力方面的应用潜力，并讨论了如何将学科内容融入语言教学（Content and Language Integrated Learning, CLIL）的实践细节，尤其关注跨学科知识迁移的可能性。 教学法的创新是本书的另一核心焦点。我们不再满足于单一的教学流派，而是倡导“生态学教学法”——一种能够根据具体学习群体、文化背景和教育资源灵活调配教学资源的实践哲学。书中详细介绍了混合式学习（Blended Learning）模型在英语课堂中的有效集成，包括如何利用数字工具增强学习的参与度和个性化体验，同时警惕技术滥用对深度思考的潜在负面影响。 特别值得关注的是，本书对“批判性思维”（Critical Thinking）在英语教学中的融入进行了细致的论述。我们认为，语言学习不应仅是信息的接收与复述，而应是意义的建构与质疑。书中提供了将文本分析与社会热点问题相结合的教学活动设计，旨在培养学习者对语言背后的权力关系、偏见和隐含假设的识别能力。 第三部分：评估与反馈机制的革新 评估是衡量教学成效的关键环节，本书对传统的高风险标准化考试模式提出了建设性的批评，并提出了形成性评估（Formative Assessment）的深化应用路径。我们认为，评估的目标是促进学习，而非仅仅测量结果。书中详细介绍了如何设计更具真实性、更少焦虑感的评估任务，例如基于表现的评估（Performance-based Assessment）和数字档案袋（e-Portfolios）的构建与评分标准确立。 关于反馈，本书强调“有效反馈的质量而非数量”。我们探讨了同伴互评（Peer Feedback）和教师反馈的互动性，主张反馈应是及时的、具体的、可操作的，并帮助学习者建立自我修正的能力。这部分内容尤其关注如何通过反馈机制，帮助学习者理解其语言产出与目标交际情境之间的差距。 第四部分：教师专业发展与知识共享社区 本书认识到，任何教学法的革新最终都依赖于教师的专业能力和信念系统。因此，我们探讨了面向未来的教师专业发展（Teacher Professional Development, TPD）模式。这不仅包括定期的研讨会和培训，更强调基于实践的研究（Practice-based Research）和教师学习共同体（Communities of Practice）的建设。教师应被视为教育研究的共同生产者，而非知识的被动接收者。 我们分析了教师在面对复杂课堂环境（如混合能力班级、多重文化背景学生）时所需要的特殊素养，包括文化响应式教学（Culturally Responsive Teaching）的能力。书中提供了促进教师反思性实践（Reflective Practice）的工具和框架，鼓励教师持续审视自身教学选择背后的假设，并将其与最新的语言学研究成果相结合。 结论：迈向一个更具包容性的语言教育未来 全书的论述最终导向一个愿景：构建一个真正以学习者为中心，能够积极回应社会需求、文化多样性与技术进步的英语教育系统。本书不仅是对现有教学实践的批判性回顾，更是一份对未来英语教育发展方向的积极呼吁和实用指南，旨在激励教育工作者勇于探索新的、更具人文关怀的教学路径。本书适合高等院校的英语教育专业学生、一线中小学英语教师、课程设计者以及教育政策制定者深入研读和参考。
著者信息
图书目录
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)
图书序言
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
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我是一名多年从事英语教学的教育者，对于如何提升学生的英语能力和跨文化交际能力，一直孜孜不求。《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》这本书，正是解答我心中困惑的钥匙。书名中的“新方法”，让我看到了摆脱传统教学模式的希望，而“文化与跨文化视角”则将我的目光引向了语言学习的深层意义。我特别好奇书中会如何处理“文化”与“英语”之间的关系。是鼓励学生将台湾的本土文化融入英语表达，从而形成一种独特的“台湾英语”风格？还是强调在学习英语的过程中，要理解并尊重不同文化背景下的习俗和思维方式，从而避免沟通中的误解和冲突？我期待书中能够提供一些切实可行的教学策略，例如，如何设计一些能够促进学生跨文化理解的课堂活动，如何利用多媒体资源来展现不同文化的魅力，以及如何引导学生在实践中，学习如何在多元文化的环境中，自信地表达自己、有效地与他人沟通。这本书的出现，无疑为我们一线教师提供了一个重要的研究方向和实践范例，让我对接下来的教学工作充满了期待和动力。
评分我是一位对社会文化变迁有着敏锐洞察力的评论员，近期对《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》一书进行了初步的阅读。这本书的出现，恰逢台湾社会正经历着前所未有的文化碰撞与融合时期，其“文化与跨文化视角”的切入点，无疑是抓住了时代的脉搏。在传统意义上，英语教育往往被视为一种技能的传授，而这本书则将其提升到了文化层面，这本身就具有深刻的意义。我特别关注书中对于“新方法”的探讨，是否能够有效应对当前英语教育中存在的“去本土化”或“过度西化”的倾向？书中是否会提出一套能够既保持语言的国际性，又能彰显台湾本土文化独特性的教学理念和实践路径？此外，对于“跨文化”的论述，我希望能看到其超越浅层的美学差异，深入到权力关系、历史叙事等更深层次的文化构建，从而帮助读者理解在全球化背景下，台湾如何定位自身文化，并在与世界的交流中保持独立性和主体性。这本书的价值，或许不仅在于其对教育领域的直接影响，更在于它能够引发社会对于文化认同、身份建构等议题的广泛思考，从而推动整个社会的文化进步。
评分作为一个在台湾生活了多年的外国留学生，我一直对这里的英语教育有自己的观察和体会。当我看到《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》这本书时，我感到非常兴奋，因为它直接触及了我最为关心的问题。在学习英语的过程中，我常常感受到文化背景对理解和运用语言的巨大影响。例如，某些英语表达在我的母语文化中可能完全是另一层含义，这让我一度非常困惑。这本书以“文化与跨文化视角”为主题，让我看到了解决这些问题的希望。我非常期待书中能够分享一些如何将台湾本土文化元素融入英语学习的实例，这样不仅能让学习过程更有趣，也能帮助学生更好地理解语言背后的文化内涵。同时，我也非常想知道，这本书是否会探讨在跨文化交流中，台湾学生常常会遇到的挑战，以及如何克服这些挑战的有效方法。作为一个外国人，我深切体会到，真正有效的沟通，不仅仅是语言的翻译，更是文化的理解和尊重。这本书的出现，让我觉得它不仅仅是一本学术著作，更像是一座沟通的桥梁，连接了不同文化背景下的学习者和教育者，共同探讨更人性化、更有效的英语教育之路。
评分作为一名热爱阅读的普通读者，我对《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》这本书的兴趣，源于其所蕴含的深刻洞察力。书名中的“新方法”暗示着对现有模式的挑战和超越，而“文化与跨文化视角”则为我对英语学习的理解打开了一扇新的大门。我一直认为，语言是文化的载体，脱离了文化的语言学习，往往显得苍白无力。在台湾这样的环境中，我们如何在学习英语的过程中，更好地展现和传播我们独特的文化，又如何从中汲取养分，丰富我们的英语表达，是值得深思的问题。我希望这本书能够提供一些具体的例子，展示如何将台湾的故事、台湾的价值观，通过英语讲述给世界听，同时也能够学习如何理解和欣赏不同文化背景下的思维方式和生活习惯。这本书不仅仅是一本关于英语教育的书，它更像是一本关于如何在这个多元世界中，更好地认识自己、理解他人，并与之和谐共处的生活指南。我期待在阅读的过程中，能够获得更多关于文化自信和跨文化理解的启示，从而在日常生活中，能够更加从容地应对各种文化交流的场景。
评分我是一名对教育技术和教学创新充满热情的教师，在看到《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》这本书时，我立刻被其前沿性和独特性所吸引。在信息化时代，单纯的语言知识传授已经无法满足学生的需求，我们需要更具时代感的、能够培养学生综合能力的教学方法。《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》这本书的“新方法”概念，让我看到了技术赋能教育的可能性，同时也对其“文化与跨文化视角”的融合充满了好奇。我非常期待书中是否会探讨如何利用现代科技手段，例如虚拟现实（VR）、增强现实（AR）、在线协作平台等，来构建沉浸式的、跨文化的英语学习体验。同时，我也希望这本书能够提供一些案例，展示如何通过这些技术，将台湾的在地文化、历史故事等内容，以更加生动、有趣的方式呈现给学生，让他们在学习英语的过程中，也能感受到科技的魅力以及文化的深度。这本书的出现，无疑为我们这些积极探索教学创新的教师，提供了一个宝贵的参考，也让我们对未来英语教育的发展方向，有了更清晰的认知和更坚定的方向。
评分我是一名热衷于教育改革的家长，深切关注着孩子在台湾接受英语教育的现状。《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》这本书的书名，立刻吸引了我的注意。在当今全球化的时代，我们都希望孩子能掌握一门国际语言，但同时，我们也不希望他们因此而疏离自己的本土文化。这本书的“文化与跨文化视角”的切入点，正是我所期望看到的。我非常好奇书中是否会提出一些创新的教学模式，能够让孩子在学习英语的同时，也能深刻理解并珍视台湾的文化特色。例如，是否会鼓励通过阅读台湾作家的作品、欣赏台湾的音乐电影，来学习英语？又或者，是否会组织学生参与与国际学生之间的文化交流活动，让他们在实践中学习如何进行跨文化沟通？作为家长，我最关心的，是如何让我的孩子在掌握英语这门工具的同时，也能成长为一个具有文化自信和跨文化视野的公民。这本书的出版，对我来说，就像是为我指明了一个方向，让我看到了更广阔的可能性，也让我对接下来的教育发展充满了信心。我期待这本书能为我们提供实实在在的指导，帮助孩子在学习英语的道路上，走得更远，也更稳健。
评分我是一名对社会议题有着浓厚兴趣的公民，关注着台湾社会在全球化浪潮中的身份认同问题。《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》这本书的书名，立刻引起了我的共鸣。它不仅仅关注英语教育本身，更将目光投向了“文化与跨文化视角”，这恰恰触及了当前台湾社会所面临的核心议题。我非常好奇书中是否会探讨，在英语教育中，如何避免“文化殖民”的潜在影响，而是积极地构建一种既能接轨国际，又能凸显台湾本土文化特色的教育模式。例如，是否会鼓励学生用英语讲述台湾的故事，传播台湾的价值理念，从而在国际舞台上发出“台湾之声”？同时，对于“跨文化”的论述，我希望看到其深度和广度。它是否会触及不同文化在权力、历史、价值观等方面的微妙差异，并提供一些在理解和处理这些差异时的策略？这本书的出现，对我而言，不仅仅是关于英语教育的讨论，更是关于如何在一个日益多元化的世界中，保持文化自信，并与其他文化进行有意义的对话。我期待这本书能够引发更广泛的社会讨论，促进我们对文化认同和跨文化交流的深入思考。
评分作为一名即将步入职场的大学毕业生，我曾面临着一个普遍的困惑：尽管在校期间学习了多年英语，但真正到了需要用英语进行专业交流的时候，却常常感到力不从心。这种现象，我总觉得与我们的英语教学模式有关。《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》这本书的出现，为我提供了一个重新审视这个问题的契机。书名中的“新方法”三个字，让我看到了改变的希望。我尤其关注书中关于“跨文化视角”的论述。在我的求学经历中，我们更多地是被要求掌握标准的语言表达，而对于如何理解和应对不同文化背景下的沟通方式，却鲜有涉及。这种缺失，导致我们在与国际友人交流时，常常因为文化上的误解而产生不必要的摩擦。我非常期待这本书能够提供一些实用的策略，帮助我们理解不同文化在沟通方式、价值观等方面的差异，从而在实际工作中，能够更有效地运用英语进行跨文化交流，避免沟通障碍，建立更稳固的合作关系。这本书的出版，对于我们这些即将踏入社会、走向国际舞台的年轻人来说，无疑是一份宝贵的精神食粮。
评分作为一名长年深耕于英语教育领域的教师，我一直渴望能找到一本真正能启发思考、引领变革的著作。终于，《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》这本书的出现，无疑为我注入了一剂强心针。首先，这本书的书名就直击痛点——“台湾的英语语言与教育新方法”，这正是我们许多一线教育工作者迫切需要解答的问题。长期以来，我们对于英语教学的认知，很大程度上受到了西方模式的影响，虽然也取得了一定的成绩，但总觉得在本土化的语境下，总有些许隔阂。而本书副标题“文化与跨文化视角”则更进一步，暗示了它不仅仅关注语言本身，更深入挖掘了语言与文化之间的复杂关联，以及如何在多元文化交织的台湾社会中，构建更具包容性和适应性的英语教育体系。我特别期待这本书能够提供一些打破传统思维定势的新颖视角，比如，它是否会探讨如何在英语教学中融入台湾本土的文化元素，让学生在学习英语的过程中，也能加深对自身文化的认同和理解？又或者，它是否会提供一些策略，帮助学生在与不同文化背景的人交流时，能够更自信、更有效地进行跨文化沟通？这些都是我最感兴趣的部分，我相信通过阅读这本书，我将能获得宝贵的启示，从而在我的教学实践中做出更具创新性和前瞻性的改变。我对这本书的期待，不仅仅停留在理论层面，更希望它能提供可操作的建议和案例，让这些“新方法”真正落地生根，开花结果，为台湾的英语教育注入新的活力。
评分我是一名对教育发展趋势保持高度关注的教育学者，近期拜读了《New Approaches to English Language and Education in Taiwan：Cultural and Intercultural Perspectives》一书，着实令人耳目一新。本书并非简单地罗列教学技巧，而是从更宏观的视角出发，审视台湾英语教育在当前全球化背景下面临的挑战与机遇。其“文化与跨文化视角”的切入点尤为关键，它提醒我们，语言的学习从来不是孤立的，而是深深植根于文化土壤之中。在台湾这样一个拥有独特历史背景和多元文化交融的地区，如何理解并运用好这种文化特质，来优化英语教育，是一个极具研究价值的课题。我尤其好奇书中对于“跨文化”概念的解读。它是否会超越简单的“东西方文化对比”，而是深入探讨在台湾本土文化框架下，如何培养学生具备同理心、开放性和尊重差异的跨文化交际能力？这种能力在当今社会，其重要性不亚于语言本身的流利度。书中提供的研究方法和理论框架，也让我倍感期待。是否采用了实证研究，还是基于理论分析？是否整合了社会学、人类学、语言学等多学科的理论，从而构建出更全面、更深刻的分析模型？这些都将是影响我未来研究方向的重要因素。这本书的出现，无疑为台湾的英语教育研究注入了一股清流，值得深入探索和思考。
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