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推動雙語計畫理念

 

  自建校55年來,堅持使用全英語授課,是文藻的過去,也是未來。學院名稱中之「國際」係指「國際事務」、「翻譯與國際會展」、「國際企業」等(非外語)專業領域,非如國內其他大學之「國際學院」以招收境外生為主要設立宗旨。本學院之名稱在「國際」意謂與國際教育及國際文教與涉外事務專業領域相互整合、相輔相成,充實學生就業專業能力,提升就業競爭力。

 

  本學院108學年度日間部學士班學生共1,416位,專科部學生共553位,碩士班學生共74位,學生總數為2,035位。本院學位外國學生人數(不含陸港澳)共計134人,加上二技及進修部共3,036人,為全校最多國際學生之學院。自110學年度「外語教學系」納入本學院,為精進學院的全英語教學環境投注更大的能量,也為雙語國家政策提供更優質的教學人才培訓。以國際事務系拓展學生國際移動力及涉外事務視野深度;外語教學系培育全英語/雙語師資人才;以英國語文系培育跨文化溝通、管理、素養及談判人才;以翻譯系深化語言及跨文化涵養接軌國際;以英語教學中心推動全英語聽說讀寫基本素養,提升學生修習EMI的質量。

 

  評估本校55年來已有上千位畢業校友投入於台灣各級學校之英語教育。而文藻始終定位為「國際化的天主教大學」是本校及本院的天命,因此申請標竿重點學院是義不容辭的參與。以深厚的雙語教學社會資本及人力資本,不是捨我其誰,而是不能缺席。

 

  學院中使用全英語授課的風氣及環境才是本學院最大的利基與申請本計畫的最大動力,源為全英語授課為傳統與習慣,而非強迫性的改變。

 

 

  The mission statement is composed of four parts.  The first three parts emphasize the educational components of the programs.  It is designed to produce professionals that can apply theory to the multilingual and multicultural situations that they will encounter in their future careers. The final part distinguishes Wenzao from purely secular schools.  Wenzao delivers ethical and moral education based upon Catholic philosophy and moral codes.  Four strategies are outlined and elaborated below.

 

  Strategy 1 aims at developing faculty and student speaking and writing proficiency. For faculty, two formal programs were initiated. In 2017-2018, an EMI faculty community was initiated to encourage faculty to practice their EMI skills in teaching professional subjects. The emphasis was to carry on English deliberations when discussing professional topics. The department leaders took the lead in initiating English conversation and turned the Chinese conversations into English conversations. Through this continual effort, a norm for speaking English has gradually developed in the department (College). Since 2019, the College also initiated a Teaching English through English programme to enhance the teaching delivery in English. This program had professors /teachers reported incidents of situations where students attempted to alternate communication mode. Through small-group discussions, professors share their strategies and experiences in dealing with these situations. These sharing sessions were extremely helpful in showing that all instructors faced the similar difficulties and thereby facilitating the sharing of effective techniques among teaching colleagues. 

 

  For students, an English Enhancement Club facilitates the interactive ability to practice their English in non-threatening situations.  This establishes an environment where students can overcome their fear of losing face through informal interactions and a supportive, non-threatening environment. In the classroom, students are encouraged to participate and given positive feedback when they do so.  One strategy that is used is to ask students to relate their personal experience or to discuss topics where they can share their expertise.  Another strategy is to have the students discuss topics in small groups and then have group representatives report the findings to the class.

 

  Strategy 2 builds on student experience scaffolds. Students with part-time working experiences form the scaffolds that can supplement the delivery of formal theory.  This strategy allows students to relate their experiences more closely to the formal theory and in turn helps them further develop the skills to apply the formal theory.  For example, the teaching of employment communication in a course of “English for Business and Professional Communication” is an example of building on student experience scaffolds.  The students were able to build on and relate their learning to the development of interviewing skills and to the development of the resumes and cover letters because their prior experience had given them educational scaffolds.

 

  Strategy 3 enhances EMI as the norm.  This strategy is accomplished through a two-fold approach.  First, the College will increase the percentage of students taking EMI courses by 5 to 10% every year. For example, starting in Fall 2021, the Department of International Affairs will offer Introduction of Political Science and Introduction of Economics courses to all students throughout the College. In addition, the Department of Translation and Interpretation will offer translation training in the domains of: Technological Communication, Technology, International Affair, Business, Literature, History and Philosophy and Law. These changes will broaden the scope of English-professional courses. In courses already using EMI, systematic effort will be made to encourage the use of English through positive reinforcements.  In particular, participation will become an important part of course evaluations. To encourage students to take part in the classroom discussions, their active participations will be required and assessed. Through a supportive, conducive learning environment, students will be able to overcome their reluctance to participate. In all, these efforts will reinforce each other in creating the norms to increase English use.

 

  Strategy 4 aims to create an English immersion environment. This strategy recognizes that English immersion is the most effective way to learn English.  Three different immersion experiences have and will be built.  First, the College has sent students overseas for internships and for student exchanges where they are immersed in English-language speaking countries. Second, the College recruits English-speaking (or non-Chinese speaking students) students to study in Wenzao. These students are the basis for developing an emergent English environment.  The most successful strategy has taken place in the formal classrooms.  In this strategy, English-speaking students are assigned to Chinese groups rather than allowed to have their English-language group. In this situation, the Chinese students are forced to speak English if they included non-Chinese speaking foreign students in their group activities. This strategy has proven to be extremely effective as instructors can monitor the groups and also because the students are motivated internally to speak English.

 

  As for fostering an out-of-the-class English immersion environment, it can be challenging and resistant due to the social pressures among peer students. To overcome this foreseeable resistance, plans are being developed in that Wenzao has been active in seeking external resources and opportunities for international collaborations to create a naturally occurring and conducive environment to use English.

 

 

 

計畫摘要


  為強化本院轉型為語言之國際應用目標,擬從「英語暨國際學院」更名為「國際文教暨涉外事務學院」,為本校英語暨國際教育之2.0版,以英語之「國際應用」為主軸,不僅跳脫基本英語教學,同時預設各項專業(文教事業、國際事務、談判、培訓認證等)與英語結合之發展方向,且主動開啟並挑戰國際市場與政治經貿,實為英語教育之進階版。其四大策略為: (1)深化師生英語說寫能力; (2)ESP/EAP輔助EMI; (3)強化EMI為常態; (4)建立校園英語化環境。
 
  奠基在文藻
55年來雄厚的外語底蘊,本學院將精進、淬鍊、導入所有師生及校友的語言人才庫,以涉外事務的能量與鮮明願景,為雙語國家提供最好的全英語師資培訓、開拓國際文教版圖,同時也將與透過國際商務談判人才的培育,協助國家打響臺灣的國際知名度與能見度。

 

 

  As an international Catholic University, Wenzao embodies the educational philosophy of the Roman Union of the Order of St. Ursula. It has been Wenzao’s heritage and mission to use English as a medium of instruction since the University was founded as a language college in 1966. In transforming from a language college into an international university, the College has broadened its scope to develop its focus on culture, education, and foreign affairs. This strategy will leverage our resources in order to be in line with our bilingual capacity to meet Taiwan’s Bilingual Policy by 2030.  Furthermore, the increased international diplomatic and trading activities lead to a strong demand on talents of international affairs from the public and private sectors. 

 

   The College aims to produce global scholars and professionals for foreign language (especially English) instruction, diplomatic service (including translation), and international business careers. At the bachelor level, we educate students in foreign affairs, cross-cultural communication, and international education. At the master level, we devote our effort to train foreign affairs professionals, business professionals, and international educators in English.  Thus, our College intends to integrate subject material and knowledge from different professional areas with bilingual language competency. The significance of EMI is not as a concept or a one-time project, but an ongoing goal and teaching method. 

 

  Grounded in the spirit of an International Catholic University, our College reflects the University’s core values and follows the University’s 5-year plans to “develop cross-disciplinary and innovative educational institution” (item 2) and to “create an international network of global mobility” (item 4). Furthermore, we sustain our educational belief with the devotion to the UN’s Sustainable Development Goals (SDGs) goal 4 which targets quality education, and concentrate on the phased practical mechanism and strategies to promote bilingualism. We have translated bilingual missions into process-oriented and competency-oriented learning models. It is our hope that our approach to promote bilingualism can lead Taiwan to become a bilingual society.

 

  To support the national initiatives on bilingual education and make our College more competitive in the future, we will restructure our College.  We will further internationalize the curricula and attract global scholars/teachers and international students, specifically in the areas of foreign affairs and international education.

 

  During the 108 academic year (year 2019-2020), 1,416 undergraduates, 553 junior college students, and 74 master candidates, as a total of 2,035 students enrolled in our day programmes. A total of 134 foreign students study in our College (excluding those from Hong Kong and China), which indicates the College has the largest population of international students compared to other colleges in Wenzao.

 

  While restructuring in 2021, most of the academic departments and programmes remain the same without noticeable differences. The Department of Foreign Language Instruction will be joining our College as it fosters our transformation and leverages resources in education. The existing academic programmes, including Department of International Affairs, Department of Translation and Interpreting, and Department of English. Department of International Affairs promotes students’ international mobility and extends their international perspectives. Department of English trains fundamental English skills with cross-cultural communication, management, and negotiation. Dept. of translation and interpreting will upgrade the literacy of bilingualism into a full-scope training.