EMI Teacher Training Program at Northern Taiwan Teaching Resource Center: A Case from Faculty of Humanities

Pei-Chun Che, Ph.D.Associate Professor

Foreign Language CenterNational Chengchi University

EMI=concentration camp?

OrEnergy Maximum Input

Four backgrounds Four courses Findings

Outline

Three-year Australian teaching experience,

self-motivated, school and department policy Two-year Singapore teaching experience, self-

motivated, school and department policy Self motivated, offer students a chance to do

both English and music, school and department policy

A few years Mandarin teaching experience, school and department policy, find one’s niche

Four backgrounds

Japanese culture course“I spend an average of 10 to 12 hours for every two-hour class.”

Short and intensive T-S interaction in various forms

Candy, cookies as rewards PPT, video, pop quizzes Blend in history, current situations and other

cultural aspects with the issue “Bento”

Four courses

Chinese literature course“I cannot say NO because this is not only the school policy, but also I got my Ph.D. in an English speaking country. Besides, I had said NO to two dept. heads a few times!” Google in the classroom Use Taiwanese and Chinese to teach English

pronunciation Use both English and Chinese in class with the

former 80% or so Comprehension check via Q&A and brief discussion

Four courses

Art critique course“To me, EMI teachers teach the way a chairperson chair a meeting.” Self training using ways to conduct meetings Find the connection between the content and

students Pictures speak louder than words Short presentation by students with frequent

Q&A discussion in between Repeated viewing short films

Four courses

Piano playing course“I don’t want to lose my English proficiency, so I took the initiative to offer this course. I want my students to be good in playing piano and using English.” Short and easy sentences Frequent pause checking understanding Two course surveys to modify/revise the second

half of the semester Lecture in English, answer questions in Chinese Different requirements for different level students

Four courses

Motivation Life-long learning Peer group support Prior training Incentives Think from students’ perspectives

NATIONAL POLICYSCHOOL POLICY

DEPARTMENT POLICY

Findings