Presentation on theme: "1 Renovations and Innovations of English Program for Non-majors: An Integrated Multi-skill Instruction with Critical Pedagogy By Hui-Tzu Min Professor."— Presentation transcript:
1 Renovations and Innovations of English Program for Non-majors: An Integrated Multi-skill Instruction with Critical Pedagogy By Hui-Tzu Min Professor Department of Foreign Languages and Literature National Cheng Kung University
2 Outline 1. A review: some language learning innovation being implemented at several renowned universities around Taiwan, Korea, Japan, and MIT 2. Current perspectives on teaching EFL 3. A critical pedagogy 4. An integrated multi-skill instruction
3 Introduction : Alerts 1. The average scores of General English Proficiency Test: Intermediate High (LTTC, 2002)
4 Introduction : Alerts 2. Distribution of TOEFL scores of university or college students around Taiwan (cited from 張仁家 & 凃雅玲, 2007 )
Introduction : Alerts Mean Scores of Internet-Based Test of English as a Foreign Language in Asian Countries: Japan, South Korea, Hong Kong, and Taiwan (Source: www.toefl.org) Note. Total score of IBT is 120.www.toefl.org
6 The purpose To envision how to better equip our students from different department with sufficient language proficiency for them to function well in the global community of professionals and academics.
7 Current Programs of Freshman English for Non-Majors in National Universities 1. National Taiwan Normal University (NTNU) 2. National Taiwan University (NTU) 3. National Cheng Kung University (NCKU) 4. National Chengchi University (NCCU) 5. National Sun Yat-Sen University (NSYSU) (Source: 東海大學外文系 2005 年校際圓桌座談會 — 「台灣大一英語教學現況與前瞻」 )
8 Seven Considerations 1. How is the non-major program (language center, part of a department, college)? 2. How many classes (credits) are required? How many class hours? 3. What is the focus of the program? 4. What is the class size? 5. How are students placed? 6. How are students graded or assessed? 7. Is there a required exit exam?
1.How is the non-major program organized? NTU The Department of Foreign Languages and Literatures NTNU The Department of English NCCU The Department of English + Foreign Language Center NCKU The Department of Foreign Languages Literature + Foreign Language Center NSYSU The Department of Foreign Languages and Literature
10 2. How many classes (credits) are required? How many class hours? NTU3 credits/ semester (3 – 4 class hours per week) for 2 semesters; 1 hour lab NTNU2 credits/semester for 2 semesters NCCU*2 credits / semester for 2 semesters (*any semester) + 2 credit elective NCKU2 credits (3 hours)/ semester for 2 semesters; 1 hour lab NSYSU2 credits (3 hours)/ semester for 2 semesters; 1 hour lab
11 3. What is the focus of the program? NTUBasic English language skills NTNUCommunicative approach + learner-centered + four skills NCCUFour skills NCKUSpeaking, listening, reading, writing and *viewing (internet English) NSYSU Reading + listening
12 4. What is the class size? NTUMax 50 for regular/ up to 100 for the remedial online English program NTNU30 - 35 NCCUMax 35 NCKU45 NSYSU46--50
13 5. How are students placed? NTU No Freshman English placement examination NTNU A placement test designed by the faculty NCCU Waiver System + Regular + Remedial NCKU National University Entrance Exam NSYSU Joint College Entrance Examination or Aptitude Examination
14 6. How are students graded or assessed? NTU No-shared midterm or final exam. Individual instructor’s own evaluation NTNU daily grades + a no-shared mid-term grade + a shared final exam grade NCCU No-shared mid-term grade + a shared final exam grade NCKU In class performance & mid term exam + a Freshman English Comprehension Test NSYSU Joint midterm and final examinations
15 7. Is there a required exit exam? NTU GEPT intermediate high or online English programs for graduation NTNU No exit exam NCCU High-intrmediate GEPT (or equivalents) or a 0-credit remedial course NCKU Standard: Intermediate GEPT(or equivalents); Advanced: High-intrmediate GEPT (or equivalents) NSYSU Intermediate-advanced GEPT (or equivalents)
16 Examples of English Curriculum Renovations 1. National Cheng-chi University : Remedial, Regular, and Honorary (Table 9)(Table 9 2. National Taiwan Normal University: Honorary Courses, andHonorary Courses, Advanced Courses
17 Internet-based Learning Resources and Courses National Tsing Hua University An Internet-based reading and writing resource center. An Internet-based reading and writing resource center. National Chen Kung University Various Internet-based language-learning resourcesVarious Internet-based language-learning resources National Taiwan University NTU On-line English ProgramNTU On-line English Program (see Flowchart)Flowchart
18 The Trend 1. Students’ needs are addressed (i.e., listening, speaking, reading or writing) 2. New curriculums cater to students of different levels of language proficiency (i.e., advanced, regular, and remedial). 3 On-line Internet-based resources are set up to facilitate the acquisition of language skills.
19 Inspirations from Universities around Asia 1. Underwood International College, Yonsei University( 延世大學 ) 2. Division of International Studies, Korea University ( 高麗大學） 3. School of International Liberal Studies Waseda University ( 早稻田大學 )
20 1. Underwood International College, Yonsei University Overview of the curricula 1. A whole language setting 2. Lliberal arts grouping of courses 3. A year-long Writing Tutorial (Source: http://uic.yonsei.ac.kr/uic/default.asp)http://uic.yonsei.ac.kr/uic/default.asp
21 Division of International Studies (DIS), Korea University Overview of curricula A whole language setting A wide rage of interdisciplinary courses on international cooperation and commerce as well as area studies An example of undergraduate major courses in DIS (Source: http://www.korea.ac.kr/english04/2005/inter/inter_03_01.jsp An example of undergraduate major courses in DIS(Source: http://www.korea.ac.kr/english04/2005/inter/inter_03_01.jsp
22 School of International Liberal Studies, Waseda University A whole language setting A comprehensive and interdisciplinary study (Source: http://www.waseda.jp/sils/en/ index.html)http://www.waseda.jp/sils/en/ index.html
24 Global English Through Internet I. The goals New paradigm of learning & teaching Cultural understanding Language proficiency II. The class: V ideo conferencing (Source: http://www.stc.arts.chula.ac.th/ITUA/Papers_for_IT UA_Proceedings/r-finalKeynotespeech. pdf) http://www.stc.arts.chula.ac.th/ITUA/Papers_for_IT UA_Proceedings/r-finalKeynotespeech. pdf
25 Foreign Languages & Literatures at MIT Overview: 1. Incorporation of multimedia technology 2. Langauge Learning and Resource CenterLangauge Learning and Resource Center 3. Hypertext linked supporting resources (http://llarc.mit.edu/)http://llarc.mit.edu (http://ocw.mit.edu/OcwWeb/Foreign-Languages-and-Literatures/)
26 English Language Studies at MIT(1) Purpose: To foster facility and appropriateness in a variety of academic and professional contexts.
27 English Language Studies at MIT(2) 1. Listening, Speaking and Pronunciation Intermediate Spoken & Written Communication 2. Intermediate Spoken & Written Communication 3. Advanced Speaking & Critical Listening Skills 4. Advanced Workshop in Writing for Science and Engineering 5. Advanced Workshop in Writing for Social Sciences and Architecture (See Table 12)(See Table 12
28 The Inspirations 1.A whole language setting 2.Teaching content areas in English 3. Internet-based teaching and learning paradigms.
29 Conclusion 1. Students needs 2. Placement based on proficiency 3. Advanced and remedial courses 4. Incorporation of Technology, the Internet 5. A whole langue teaching environment 6. Teaching content areas in English
English for General Purpose at NCKU 1. The objectives: (1) humanity and art; (2) social empathy; (3) technology development; (4) environment and ecology. 2. A critical pedagogy
31 An Integrated Multi-skill Instruction with Critical Pedagogy Students’ Needs Analysis of needs of students from different domains of majors, such as Humanity & Art, Engineering, Medicine, Social Studies, and so on may provide much insight into populations of learners and their specific learning goals.
32 Critical Pedagogy in EFL 1. Authentic material 2. Power sharing 2. Learner-centered 3. Dialogue 4. Teacher’s role
33 Power Sharing 1. Because critical pedagogy implies such a relationship of community between students and teacher that they learn together and make decisions together, the teachers could not continually steer the class from positions of authority. 2. Crookes and Lehner’s (1998) illustration of critical pedagogy for EFL teaching.
34 EFL Material in Use 1. EFL textbooks 2. EFL material for a critical pedagogy 3. An alternative: Using current authentic articles for EFL reading
35 A Useful Website. 1. The Guardian Weekly http://www.guardianweekly.co.uk/?page=classmaterials http://www.guardianweekly.co.uk/?page=classmaterials
36 A Useful Website: Voice of America (VOA) (http://www.voanews.com) (http://www.voanews.com
37 A n Eclectic Way : Integrated Instruction of Multiple Skills The decline of method: No way is a good way unless it is an effective way. 1. An integrated instruction addresses a range of L2 skills simultaneously. 2. Teaching English as a foreign language is considered to be something of an art.
38 Teacher’s Role In Critical EFL Pedagogy The teacher assumes the role of a facilitator to make dialogue keep going on between the teacher and the learners and among the learners.
39 An Integrated Multi-skill Instruction Lesson with Critical Pedagogy The integrated multi-skill instruction lesson via critical pedagogy used authentic material.Dialogue between the instructor and the learners and among the learners is the form of instructions according to the notions of a critical pedagogy. (Source:http://www.breakingnewsenglish.com/0802/ 080227-hunger.html )http://www.breakingnewsenglish.com/0802/ 080227-hunger.html
40 The End Thank You! By Hui-Tzu Min Professor Department of Foreign Languages and Literature National Cheng Kung University