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Renovations and Innovations of English Program for Non-majors : An Integrated Multi-skill Instruction with Critical Pedagogy. By Hui-Tzu Min Professor Department of Foreign Languages and Literature National Cheng Kung University. Outline.

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  1. Renovations and Innovations of English Program for Non-majors:An Integrated Multi-skill Instruction with Critical Pedagogy By Hui-Tzu MinProfessorDepartment of Foreign Languages and LiteratureNational Cheng Kung University

  2. Outline 1. A review: some language learning innovation being implemented at several renowned universities around Taiwan, Korea, Japan, and MIT 2. Current perspectives on teaching EFL 3. A critical pedagogy 4. An integrated multi-skill instruction 2

  3. Introduction: Alerts 1. The average scores of General English Proficiency Test: Intermediate High (LTTC, 2002)

  4. Introduction: Alerts 2. Distribution of TOEFL scores of university or college students around Taiwan (cited from張仁家&凃雅玲, 2007 )

  5. Introduction: Alerts Mean Scores of Internet-Based Test of English as a Foreign Language in Asian Countries: Japan, South Korea, Hong Kong, and Taiwan (Source: www.toefl.org) Note. Total score of IBT is 120.

  6. The purpose • To envision how to better equip our students from different department with sufficient language proficiency for them to function well in the global community of professionals and academics.

  7. Current Programs of Freshman English for Non-Majors in National Universities 1. National Taiwan Normal University (NTNU) 2. National Taiwan University (NTU) 3. National Cheng Kung University (NCKU) 4. National Chengchi University (NCCU) 5. National Sun Yat-Sen University (NSYSU) (Source:東海大學外文系2005年校際圓桌座談會—「台灣大一英語教學現況與前瞻」)

  8. Seven Considerations • 1. How is the non-major program (language center, part of a department, college)? • 2. How many classes (credits) are required? How many class hours? • 3. What is the focus of the program? • 4. What is the class size? • 5. How are students placed? • 6. How are students graded or assessed? • 7. Is there a required exit exam?

  9. 1.How is the non-major program organized?

  10. 2. How many classes (credits) are required? How many class hours?

  11. 3. What is the focus of the program?

  12. 4. What is the class size?

  13. 5. How are students placed?

  14. 6. How are students graded or assessed?

  15. 7. Is there a required exit exam?

  16. Examples of English Curriculum Renovations • 1. National Cheng-chi University : Remedial, Regular, and Honorary(Table 9) • 2. National Taiwan Normal University: Honorary Courses, and Advanced Courses

  17. Internet-based Learning Resources and Courses National Tsing Hua UniversityAn Internet-based reading and writing resource center. National Chen Kung University Various Internet-based language-learning resources National Taiwan University NTU On-line English Program (see Flowchart)

  18. The Trend • 1. Students’ needs are addressed (i.e., listening, speaking, reading or writing) • 2. New curriculums cater to students of different levels of language proficiency (i.e., advanced, regular, and remedial). • 3On-line Internet-based resources are set up to facilitate the acquisition of language skills.

  19. Inspirations from Universities around Asia • 1. Underwood International College, Yonsei University(延世大學) • 2. Division of International Studies, Korea University (高麗大學） • 3. School of International Liberal Studies Waseda University (早稻田大學 )

  20. 1. Underwood International College, Yonsei University Overview of the curricula 1. A whole language setting 2. Lliberal arts grouping of courses 3. A year-long Writing Tutorial (Source: http://uic.yonsei.ac.kr/uic/default.asp)

  21. Division of International Studies (DIS), Korea University Overview of curricula • A whole language setting • A wide rage of interdisciplinary courses on international cooperation and commerce as well as area studies • An example of undergraduate major courses in DIS(Source: http://www.korea.ac.kr/english04/2005/inter/inter_03_01.jsp

  22. School of International Liberal Studies, Waseda University • A whole language setting • A comprehensive and interdisciplinary study • (Source: http://www.waseda.jp/sils/en/ index.html)

  23. Korea-Waseda Cross-cultural Distance Learning Project (KWCCDLP)

  24. Global English Through Internet • I. The goals • New paradigm of learning & teaching • Cultural understanding • Language proficiency • II. The class: Video conferencing (Source: http://www.stc.arts.chula.ac.th/ITUA/Papers_for_ITUA_Proceedings/r-finalKeynotespeech. pdf)

  25. Foreign Languages & Literatures at MIT (http://ocw.mit.edu/OcwWeb/Foreign-Languages-and-Literatures/) • Overview: • 1. Incorporation of multimedia technology • 2. Langauge Learning and Resource Center • 3. Hypertext linked supporting resources (http://llarc.mit.edu/)

  26. English Language Studies at MIT(1) Purpose: To foster facility and appropriateness in a variety of academic and professional contexts.

  27.  English Language Studies at MIT(2) • 1. Listening, Speaking and Pronunciation Intermediate Spoken & Written Communication • 2. Intermediate Spoken & Written Communication • 3. Advanced Speaking & Critical Listening Skills • 4. Advanced Workshop in Writing for Science and Engineering • 5. Advanced Workshop in Writing for Social Sciences and Architecture (See Table 12)

  28. The Inspirations 1.A whole language setting 2.Teaching content areas in English 3. Internet-based teaching and learning paradigms .

  29. Conclusion • Students needs • Placement based on proficiency • Advanced and remedial courses • Incorporation of Technology, the Internet • A whole langue teaching environment • Teaching content areas in English

  30. English for General Purpose at NCKU • 1. The objectives: • (1) humanity and art; • (2) social empathy; • (3) technology development; • (4) environment and ecology. • 2. A critical pedagogy

  31. An Integrated Multi-skill Instruction with Critical Pedagogy Students’ Needs Analysis of needs of students from different domains of majors, such as Humanity & Art, Engineering, Medicine, Social Studies, and so on may provide much insight into populations of learners and their specific learning goals. 31

  32. Critical Pedagogy in EFL 1. Authentic material 2. Power sharing 2. Learner-centered 3. Dialogue 4. Teacher’s role 32

  33. Power Sharing 1. Because critical pedagogy implies such a relationship of community between students and teacher that they learn together and make decisions together, the teachers could not continually steer the class from positions of authority. 2. Crookes and Lehner’s (1998) illustration of critical pedagogy for EFL teaching . 33

  34. EFL Material in Use 1. EFL textbooks 2. EFL material for a critical pedagogy 3. An alternative: Using current authentic articles for EFL reading 34

  35. A Useful Website . 1. The Guardian Weeklyhttp://www.guardianweekly.co.uk/?page=classmaterials 35

  36. A Useful Website: Voice of America (VOA) (http://www.voanews.com) 36

  37. An Eclectic Way: Integrated Instruction of Multiple Skills The decline of method: No way is a good way unless it is an effective way. 1. An integrated instruction addresses a range of L2 skills simultaneously. 2. Teaching English as a foreign language is considered to be something of an art. 37

  38. Teacher’s Role In Critical EFL Pedagogy The teacher assumes the role of a facilitator to make dialogue keep going on between the teacher and the learners and among the learners. 38

  39. An Integrated Multi-skill Instruction Lesson with Critical Pedagogy The integrated multi-skill instruction lesson via critical pedagogy used authentic material.Dialogue between the instructor and the learners and among the learners is the form of instructions according to the notions of a critical pedagogy. (Source:http://www.breakingnewsenglish.com/0802/080227-hunger.html) 39

  40. The End Thank You! By Hui-Tzu MinProfessorDepartment of Foreign Languages and LiteratureNational Cheng Kung University 40

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