【記者鄭佩維淡水校園報導】教發中心11月2日中午在I501，邀請英文系副教授張慈珊以「全英語教學與課程經營」為題，分享自身從2017年開始教授三系所之全英語專班的教學經驗，逾30名教師參與。
張慈珊首先提到「經驗與挑戰」，以大班教學為例，說明英語教學中最大難點，就是如何讓學生容易理解教學內容？尤其當班級人數將近50到60人時，且境外生與本地生共同修課的情況下，更容易遇到這個問題。「我通常會分組進行課程，搭配iclass系統與課文音檔跟讀，如此不但容易拉近師生距離，也會使學生積極參與練習英語口說。」當課程進行互動時，通常境外生發言較為踴躍，她建議可以多設計發言相關教學活動，鼓勵每位學生發言。
其次談到「課程經營」張慈珊以閱讀課文為例，透過「快速瀏覽」、「說明文章架構」、「帶領全班朗誦課文」、「閱讀文章」及「小組討論及分享」等階段，引導學生逐步理解課文內容，同時讓學生在不斷地練習中，不知不覺中運用英文。除了分組，張慈珊還會在課堂上抽點學生進行報告，也會在學生閱讀文章後，幫助統整內容並安排相關實務練習。她也提醒與會教師，上課時可多在學生之間移動，除了提醒學生專心上課之外，也可以隨時了解他們的學習狀況。此外，多聽取學生對上課方式的建議並適時修正，也可以增進學生對課程的興趣。
意見交流時有教師提問「如果學生英文程度沒有達到可以用全英語授課程度該怎麼辦？」張慈珊建議可以使用PPT簡報製作圖表，或是列出專業詞彙單字表，並舉出相關例句協助同學釐清概念。
(By Pei-wei Cheng, Tamkang Campus)
On November 2, TKU’s Center for Teacher Professional Development invited Assistant Professor Tzu-Shan Chang from the Department of English to share on her experience of teaching EMI courses across three different departments since 2017. The session, entitled “Management of EMI teaching and courses”
was held from noon in I1501, with over 30 faculty members in attendance.
Assistant Professor first talked about experiences and challenges. Using large classes as an example to explain the biggest roadblock in English teaching is how to let students easily comprehend the content being taught? This problem is even more likely to arise when the number of student approaches 50-60 people, and when there are overseas student mixed among local students. “I’ll usually separate them into groups during the course, and use the iClass system, the audio files provided in the textbook and reading in
conjunction. This not only decrease the distance between the lecturer and the students, but also allow the students to more actively participate and practice their English speaking. When there are interactive activities during class, the overseas student are usually more likely to speak up, so she suggest that more teaching activities that allows students to voice their opinion can be designed in order to encourage each and every student to speak.
Next, when it comes to course management, Assistant Professor Chang uses reading the content of the textbook as an example. Through scanning, explaining the structure of the article, leading the class to recite the text, reading the paragraph, group discussion and sharing, the students are led to gradually understand the content of the text, and allows students to subconsciously start using English through the constant practice. Aside from diving students into groups, Ass. Prof. Chang will also call on students to make a presentation during class, and after the students have read the articles, help organize the content and provided practices related to the practical use of the text. She also remind the teaching staff in attendance that they could move among the students more during class, which not only remind the students to be focused on the class, but also allow the lecturer to be aware of the state of learning at any time. In addition, listening more to the students’ suggestion on the teaching approach and making appropriate adjustments and also help to enhance the students’ interest toward the course.
During the exchange of opinions with the faculty present, the question of “if the student’s English level has not reached the point when EMI is possible, what do you do?” Ass. Prof. Chang suggest that powerpoint presentations could be used to generate relevant charts and diagrams, or list the specialized vocabulary, and provide sample sentences so as to clarify the concepts for the students.