自110學年度起，教育部推動「大專校院學生雙語化學習計畫」，希望培養重點產業的雙語專業人才，在教學方面推行EMI課程（English as a Medium of Instruction），主要以英語作為知識的傳播媒介，課堂上師生互動、教材使用和學習評量等，均以英語為主，期望將國外「全英語」的教學環境複製過來，讓學生們能自然而然說英語、適應雙語環境。
其二教師教學的模式，如課前整理專業用字關鍵詞、影音教材與「Kahoot!」互動性學習遊戲，幫助學生聚焦課堂內容，透過發言、搶答的反應，判斷學生的學習效果。其三課程改革部分，由於工學、理學、商學有許多專業術語，林銘輝建議多開設ESP(English Special Purpose)和EAP(English Academic Purpose)課程，幫助學生認識專業領域上特殊用字、用詞，尤其EAP課程講求學術領域，更有基礎支架的概念，輔助同學專業知識的向上發展。
Introducing the new level 2 director – section chief John Ming-hui Lin of EMI teaching and learning section at the EMI Center
“The world is now flat. You can rely on various language skills and translocate yourself anywhere. It is a tool, but it is also a way to open up international perspective.” Says Associate Professor John Ming-hui Lin, the newly appointed section chief of EMI teaching and learning at the EMI Center, speaking from his own English teaching experience, about the difficulties and challenges of implementing the EMI teaching policies of the Blueprint for Developing Taiwan into a Bilingual Nation by 2030, and sharing on the strategic planning of Tamkang’s move towards developing into a bilingual university.
From the 2021 academic year, the Ministry of Education began to push the Bilingual learning program for college students, in the hope of nurturing bilingual professional talents for critical industries. The promotion of EMI (English as a Medium of Instruction) courses in teaching form part of that effort, where English is used as the medium for transference of knowledge, and it is the main language used in class, whether it is for teacher-student interactions, teaching materials, or learning evaluations. It is hoped that the ‘All-English” teaching and learning environment abroad can be fully replicated in Taiwan, so that students can speak English without feeling like being forced to, and that they can adapt to a bilingual environment.
Section chief Lin indicates that when he initially heard that the government is going to provide subsidies to promote the program, he felt very excited, because he also suffered the pains of communicating in a foreign language when studying overseas in his younger days. “Usually the level of what we want to express quite high, but due to limited language abilities, how does one express high level of knowledge through the application of limited vocabulary and lexicon?” He believes that only through actual use of foreign language will this gap shrink, and EMI courses is the start of getting students use to an English environment.
In Associate Professor Lin’s EMI teaching experience, students’ responses to EMI classes are quite polarized. Students with a good grasp of the language are completely on board, and thinks “Wow! Fantastic! I’ve lucked out!” while those who are weaker are worried and afraid, thinking “I’m not going to be able to understanding! Am I going to learn anything?” He stated in quite an open fashion, that in his observation, most students when expressing themselves in a given context, their usage of critical words are fine, but the grammar is not that accurate. He feel it is a shame that despite the promotion of foreign language education has been going on in Taiwan for so long, the actual results and effectiveness is still rather limited.
“What is the biggest issues in promoting EMI teaching?” section chief Lin explains, “Students, faculties and course reform are all critical to whether a bilingual learning program succeeds or fails.” First, he believes that students, as the passive party accepting information, must become active learners if they are to adapt to EMI courses, like previewing the professional English knowledge before classes, and then reviewing the content taught of the teacher after class. If students do not become aware that they need to invest more time to their learning, then EMI teaching can easily become a vicious cycle, feeding back unto itself with no possibility of overcoming the language barrier.
Second is the teaching format of the teacher. Prepping the relevant professional keywords or terms, audiovisual materials and interactive learning games like Kahoot! can help to focus students’ attention on the teaching content, and through their verbal responses whether it is raising questions or answering one, the effectiveness of the student’s learning can be judged. Third, in terms of course reform, as there are numerous specialized terminology and terms in engineering, physical sciences, and business, section chief Lin recommends establish more ESP (English Special Purpose) and EAP (English Academic Purpose) courses, which can help student recognize terminology and phrases dedicated to certain specialized fields. This is particularly important for EAP courses that are geared toward academic disciplines as it can act as part of the basic framework for learning, thus help students to develop and grow in terms of their expert knowledge.
“(I) remembered my high school teacher said that computers and English are the trends for the next 20 years. In actuality, its been over 30 years now, and they are still the mainstream.” Associate Professor Lin says. Whether it is online or on social media, everyone is moving parallel to one another when it comes to information, and thus, language skills have become particularly important, and if one wants to be part of the global village, learning English is a must. Associate Professor Lin states that this semester, the University has planned a series of activities for EMI courses, and there are various competitions for students to enter, focusing on gathering their experiences for attending EMI classes, design of teaching programs, etc. It is hoped that students can participate in these events regardless of their year of study, and they are welcome to enroll in EMI courses and take as much advantage as possible of the University’s teaching resources, all to consolidate their foundation in English.