探討台灣高等教育英語授課教師專業認同之敘事研究

Abstract

雖然國內外高等教育的英語授課受國際化影響而蔚為風行，但相關研究卻常侷限於探討英語授課在政策、課程、教育、與學習方面的看法、影響、與施行效益，極少針對大學英語授課教師的專業認同進行研究。這類專業認同的研究多半針對自然科學教師，鮮少對人文社會科學教師進行探討。因此，本文採用質化個案研究方式，針對四位台灣在文史社會學科任教的大學教授，探討其言談的自我定位。資料收集以訪談與字卡分類方式為主，初步採用比較與對照方法分析，其後採用後結構主義分析。初步研究結果顯示，這些教授並沒有受害者的言談，也沒有如理工科教師視英語授課為理所當然，而是使用新自由主義、學術文化、儒家文化與台灣文化來討論自己以英語授課的定位。筆者以為採用言談的自我定位，探討台灣人文社會科學大學教授英語授課經驗，此研究結果呈現專業認同的多樣性，提醒英語授課政策需考量學術專業、儒家與臺灣文化的影響，據此，文末將討論未來研究方向。本計畫案在研究設計與執行上有所更動，文中也將解釋調整的必要性，並提供未來相關研究的建議。

Despite the global and local outburst of English-medium instruction (EMI) in higher education, most EMI research has focused on its effect, effectiveness, or perceptions of EMI. Little is understood about the influence of EMI on university teachers’ professional identity, especially those who teach in humanities and social sciences. As such, this paper reports on a qualitative case study that explored discursive positioning of four Taiwanese university instructors in humanities and social science by using discourse theory. Data were gathered from interviews and card-sorting activities and analyzed initially via Lincoln and Guba’s (1985) comparison and contrast method and then via poststructuralists’ perspectives on discourse. Preliminary results showed that unlike the previous research findings (Moate, 2011; Soren, 2013), the university instructors in humanities and social science did not victimize themselves and had different subject positions with the use of discourses of neo-liberalism, academic, Confucius, and Taiwanese cultures as ways to rationalize their use of EMI and/or their self-positioning in the EMI context. Such results, we believe, to add to current EMI research on professional identity the diversity of discourses adopted in identity construction rather than simply the victim position in Moate (2011) or the naturalization of EMI in life science in Soren (2013). Direction for future research will be provided. Also, change of the original research design and plan for future research will be discussed.