The 2022 International Conference on Bilingual Education concludes on a High Note
The Tamkang University EMI Cener held the 2022 International Conference on Bilingual Education on April 29, and due to the impact of the COVID pandemic, the conference was moved online. This year, the Conference was attended by 21 universities and education institutions from 6 countries including Taiwan, India, Spain, Italy, the U.S., and Japan. Over 120 participants were in attendance on the day of the Conference.
The Conference was moderated by Assistant Professor Chieh-Ying Chang from the Department of English, and was open by Professor Kao-cheng Wang, the Vice President for International Affairs. In his address, Prof. Wang stated that the Conference invited experts and scholars from the various countries to carry out exchange regarding the implementation and challenges of EMI in higher education. Through the experience that the countries has had in using English as the language of instruction, and the sharing of diverse teaching methods to enhance students’ learning of a second language, attendees of the Conference can discuss various topics under the heading of EMI. He also indicated his thanks for the hard work put in by the organizers, wished everyone well and for a successful conference.
The Keynote speech for the Conference was delivered by Prof. Wen-Hsien Yang, the Dean of International College at National Kaohsiung University of Hospitality and Tourism. The speech, entitled “Integrating Contentand Language Learning at Higher Education: Practices and Challenges”, share on the experiences of implementation and challenges of language learning in higher education. Professor Virginia Shiang-Ian Shen of Siwan College at National Sun Yat-Sen University was invited to give a speech entitled “Contextualizing English-Medium Instruction in Higher Education in Taiwan: Challenges and Prospects”, in which she described the prospects of contextualized English teaching. The morning panel discussion under the heading of “Training and Support for EMI teachers” was moderated by Prof. Yung-Hsiang Ying, Vice President of National Taiwan Normal University, while the afternoon panel discussion on “The Needs and Sustainable Framework of EMI Teachers and Students” was moderated by Prof. Shun-Hua Wei, the Vice President for International Affairs at National Yang Ming Chiao Tung University.
Participants in the various sessions also made their presentations under the appropriate themes. Experts and scholars from various countries were able to come together at this Conference to discuss ideas, thus facilitating international academic exchange and enhance quality of bilingual education and standard of research. The Conference ended on another address by Prof. Kao-cheng Wang, bringing the day to a successful close.
CONFERENCE TOPICS
1. English as a Medium of Instruction This strand features research and/or practices that contribute to a deeper understanding of applying English as a medium of instruction in educational contexts where English is not the first language commonly spoken.
2. Bilingual and Immersion Education This strand focuses on theories and practices that are related to multilingual educational settings. All aspects of bilingualism and immersion education are welcome, such as the most recent trends, bilingual behaviors, practices, changes, or challenges in the modern educational context.
3. Content and Language Integrated Learning This strand features presentations that report on analyses of the pedagogical suitability of content and language integrated learning in all educational levels, from school to higher education. Reports of action research on CLIL are also topics of interest to this strand. Both quantitative and qualitative inquiries into the perceptions/perspectives of CLIL teachers and/or students are welcome.
4. Second Language Acquisition This strand features research that examines how a second language is acquired, processed, and used by learners. It welcomes submissions that focus on any of the following aspects (but are not limited to): interactions of learners through a second language, pedagogical practices of second language teachers, and descriptions of the nature of the linguistic input learners receive and the output they produce.
5. Hybrid/Blended Learning This strand includes research that has the main focus on the hybrid mode of learning, which is generally defined as a learning method that combines both online learning and the conventional face-to-face learning. This strand is meaningful, particularly given the global pandemic that we are facing now.
6. Educational Technologies For many years, educational technologies have been integrated into educational contexts and reported to have positive impacts on both teaching and learning. Different from hybrid learning, however, this strand is given a sole aim at featuring research that looks into technology-enhanced instruction, computer-assisted language learning, computer-mediated communication, and mobile-assisted language learning.
7. Corpus Linguistics This strand considers research that explores corpus approaches to linguistic research or language teaching. Research methods could be either quantitative or qualitative, including analyses of any of the following aspects: vocabulary, lexico-grammar, phraseology, prosody, keyness, writing styles, and others. Presentations may also focus on analyses of corpus-aided language learning, such as data-driven learning.
8. Teacher Education This strand features research that discusses theories and/or pedagogical training pertaining to language teacher education. Relevant issues may include, but are not limited to, teacher identification, development of teachers’ beliefs, their cognition, and perspectives on and perceptions of a particular pedagogy.
9. Translation and Interpretation This strand welcomes researchers, scholars, and practitioners to exchange and share their knowledge of, experience in, and research results on all aspects of translation and interpretation. Topics may include, but are not limited to, the most recent innovations, trends, and challenges encountered. Analyses and reports of translator or interpreter training are also welcome.
10. Testing and Assessment As the practice of EMI has been receiving its popularity in tertiary education especially in non-English speaking countries, this strand highlights how testing and assessment in EMI contexts may be used to support or evaluate learning processes and outcomes as well as teaching effectiveness. Papers may cover relevant foci in EMI, such as principles of testing and assessment, types of assessment and tests, assessment for learning, and assessment rubrics for standardized tests.
11. Other Relevant Topics Topics related to the main theme or any of the strands listed above are also welcome.
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