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2022 International Conference on
Bilingual Education
2022年雙語教育國際學術研討會

Conference Theme |會議主題

English as a Medium of Instruction in Higher Education: Practices and Challenges

高等教育全英語授課之實踐與挑戰

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Conference Organizer:

EMI Center, Tamkang University

Conference Date: April 29, 2022 

Venue: Tamkang University (Tamsui Campus)

主辦單位:淡江大學全英語教學推動中心

研討會日期:2022年4月29日

研討會地點:淡江大學(淡水校園)

本校全英語教學推動中心於4月29日舉辦「2022 年雙語教育國際學術研討會」,因受嚴重特殊傳染性肺炎疫情影響,研討會改為線上舉行,本次共有臺灣、印度、西班牙、義大利、美國、日本等6國21所大專校院和教育機構參與,當日與會人數超過120人次參與。

研討會由英文系助理教授張介英主持,由國際事務副校長王高成主持開幕,他致詞表示,本次研討會邀請各國專家學者,針對高等教育全英語授課的實踐與挑戰進行交流,藉由各國將英語作為教學語言的經驗中,分享運用多元教學方式來增進學習者第二外語的學習,讓與會者共同討論全英語授課的各項議題,感謝籌備同仁的辛勞,祝福大家身體健康和研討會順利舉行。

本次專題演講中,由國立高雄餐旅大學國際學院院長楊文賢以「Integrating Content and Language Learning at Higher Education: Practices and Challenges」為題,分享高等教育之語言學習的實踐與挑戰;特別邀請中山大學西灣學院約聘教授李香蘭介紹「Contextualizing English-Medium Instruction in Higher Education in Taiwan: Challenges and Prospects」,說明情境化英語教學的願景;國立臺灣師範大學全球經營與策略研究所教授兼副校長印永翔主持「Training and Support for EMI teachers」、國立陽明交通大學副校長蔚順華解析「The Needs and Sustainable Framework of EMI Teachers and Students」,各界也依此研討會主題進行論文發表。

文稿:淡江時報記者 林芸丞

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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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TYPES OF PRESENTATION

1. Paper Presentation 

    Online for overseas presenters; face-to-face for domestic presenters 

2. Graduate Students' session 

 

1. Deadline for Abstract SubmissionMarch 07, 2022 

2. Notification of Abstract Acceptance: March 21, 2022

 

3. Deadline for Registration: March 28, 2022

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ABSTRACT FORMAT

1. Title: 15 words (Maximum)

2. Abstract: Between 180 to 300 words

3. Keywords: 3 to 5

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Contact 聯絡我們

Conference Coordinator|Mr Daniel Chang 

emitku2021@gmail.com 

02-26215656 #3673