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題名 傅爾布萊特英語助理教師在臺灣之跨文化經驗與學習
Cross-Cultural Experience and Learning: Fulbright English Teaching Assistants in Taiwan作者 紀博善
Albanese, Dale貢獻者 吳靜吉
Wu, Jing-Jyi
紀博善
Albanese, Dale關鍵詞 跨文化學習
體驗式教學
轉化學習
跨文化技能
傅爾布萊特
協同學習
cross-cultural learning
experiential learning
transformative learning
intercultural competency
Fulbright
co-teaching日期 2020 上傳時間 2-九月-2020 12:54:24 (UTC+8) 摘要 跨文化經驗與學習已經成為世界的趨勢，相關的研究也越來越受到重視，本研究就是希望探討跨文化經驗及其反思可能呈現的學習結果。因此，本研究以臺灣英文協同教學計畫（ETA）之美國傅爾布萊特獲獎者為對象，探討他們（一）在臺灣的跨文化經驗之可能實現的學習結果，以及（ 二）跨文化經驗之體驗與轉化的學習歷程。絕大部分的獲獎者為年輕的大學畢業生，他們在臺灣五個縣市的公立國小與當地英文老師（LETs）進行11個月的協同教學，並且在計劃任務需求下長期進行跨文化合作及與來自多元領域的群體進行跨文化互動。獲獎者（N = 199）填寫美國國務院委託執行各種美國傅爾布萊特學生計畫的機構－國際教育協會（IIE）之期末相關經驗和學習結果之問卷，以了解獲獎者從ETA計畫獲得實踐學習之成效，包括獲獎者在自評分數及開放性題目中的敘寫，顯示出跨文化經驗脈絡下學習結果範圍及相關學習歷程特徵，以及自身不同方面的改變。本研究根據文獻探討的結果選擇有關跨文化經驗與學習之相關概念和理論，包括「體驗式學習」和「轉化學習」，分析並討論研究結果。此外，在整個研究中以各種形式散佈了敘事自我探究的發現，通過與文化差異相關的轉化性和體驗式學習提供了自我啟示的見解和證據。研究發現獲獎者在自評分數上所獲得的學習成果包括：（一）生涯方向的改變及專業的領導技能、跨文化溝通和合作，文化知識，與語言能力和學習興趣之增進；與（二）個人在全球與社會議題之興趣、多元角度與觀點取替、適應能力、彈性力、模糊狀態的包容力、自信等等各方面的增進。另外，本研究也分析開放性題目的資料，發現幾個可能影響以上學習結果的議題，包括：（一）自我意識之反思的重要性；（二）學習來自反覆的歷程（藉由經驗、反思、詮釋、以及在新脈絡的應用）；（三）容忍模糊認知增進後，視「情緒失調」為跨文化學習機會的指標； 與（四）體會個人的經驗和環境因素之間的互相影響。敘事性探究發現提供了轉化性和體驗性學習過程的證明，這些過程通過批判性的自我檢查來顯示自我知識和世界知識的演變。本研究最後提出討論、研究限制、結論和含義用於實踐和未來研究。
Motivated by a desire to further understand the range of possible learning processes and outcomes associated with participation in and reflection on cross-cultural experiences (CCE) in a global context of increased intercultural interaction and diverse research interests regarding such interaction, this study explores cross-cultural learning amongst US participants in the Fulbright Taiwan English Teaching Assistantship (ETA) Program. In most cases, grantees, primarily recent US university graduates, spend 11-months in Taiwan co-teaching in local elementary schools with local English teachers (LETs), during which time they engage in regular cross-cultural collaboration and interaction within various local community contexts.To explore: (a) what learning outcomes may occur from these experiences, (b) how prevalent are these outcomes, and (c) how this learning might occur, this study analyzes quantitative and qualitative ETA survey data and relevant researcher experiences and knowledge. Adopting the researcher, a 2007 ETA grantee involved with the program in various capacities since that time, as focus of study, insights and analysis from life experiences involving experiential and transformative learning in cross-cultural contexts. A literature review of research in cross-cultural competencies, considered here both possible outcomes and facilitators of cross-cultural learning, relevant learning processes, including theories of experiential and transformative learning provide a framework for inquiry and analysis.Grantee (N = 199 during 2014, 2015, and 2016 grant periods) responses to selected survey items, including scale-response and open-ended items, regarding nature of the experience and perceived learning outcomes and sources. The survey was administered at the end of their grant period by the local Fulbright administration (Foundation for Scholarly Exchange, Fulbright Taiwan) (FSE) on behalf of the Institute for Interactional Education (IIE), the US State Department commissioned organization in charge of Fulbright’s US Student Programs. Average self-report measures of change, growth, or learning in a variety of areas related to experiences in cross-cultural contexts are reported as evidence of the range and prevalence of possible learning outcomes. These responses are supplemented by analysis of open-ended responses with anecdotes from grantees about their experiences and comments and examples based on my own experiences as a grantee from 2007-2008 and subsequent engagement with the program and participants as a staff member at FSE (2008-2009), orientation speaker (2008-2018), and regular attendee of various FSE functions. Further, narrative self-inquiry findings are interspersed throughout the study in various forms offering insights and evidence of self-revelation through transformative and experiential learning while engaging with cultural difference.Results indicate consistently high average ratings of self-perceived growth in terms of: (a) professional development, including changes in career orientation as well as accumulation of useful professional skills, specifically, leadership, intercultural communication and collaboration, cultural knowledge, and language proficiency and learning interest; and (b) personal changes, such as increased global and social interest, capacity to take multiple perspectives, adaptability, flexibility, and tolerance for ambiguity, and self-confidence. Further, consideration of open-ended responses for these growth areas as well as general thematic observations demonstrate the potential relevance of the following aspects to learning in various scenarios: (a) reflexive self-awareness and reflection; (b) iterative movements between experience, reflection and interpretation, and application in new experience contexts; (c) emotional dissonance as indicator of learning opportunity; and (d) the interrelational nature of learning in and from experience. Narrative inquiry findings offer demonstrations of transformative and experiential learning processes that show evolutions in self-knowledge and world knowledge through critical self-examination. These results are elaborated on in a discussion, which proceeds with a treatment of limitations of the present study, concluding remarks on the present findings, and implications for theory and practice, including suggestions for practice and future research.參考文獻 Adorno, T. (1974). 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101152517資料來源 http://thesis.lib.nccu.edu.tw/record/#G0101152517 資料類型 thesis dc.contributor.advisor 吳靜吉 zh_TW dc.contributor.advisor Wu, Jing-Jyi en_US dc.contributor.author (作者) 紀博善 zh_TW dc.contributor.author (作者) Albanese, Dale en_US dc.creator (作者) 紀博善 zh_TW dc.creator (作者) Albanese, Dale en_US dc.date (日期) 2020 en_US dc.date.accessioned 2-九月-2020 12:54:24 (UTC+8) - dc.date.available 2-九月-2020 12:54:24 (UTC+8) - dc.date.issued (上傳時間) 2-九月-2020 12:54:24 (UTC+8) - dc.identifier (其他 識別碼) G0101152517 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/131832 - dc.description (描述) 博士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 101152517 zh_TW dc.description.abstract (摘要) 跨文化經驗與學習已經成為世界的趨勢，相關的研究也越來越受到重視，本研究就是希望探討跨文化經驗及其反思可能呈現的學習結果。因此，本研究以臺灣英文協同教學計畫（ETA）之美國傅爾布萊特獲獎者為對象，探討他們（一）在臺灣的跨文化經驗之可能實現的學習結果，以及（ 二）跨文化經驗之體驗與轉化的學習歷程。絕大部分的獲獎者為年輕的大學畢業生，他們在臺灣五個縣市的公立國小與當地英文老師（LETs）進行11個月的協同教學，並且在計劃任務需求下長期進行跨文化合作及與來自多元領域的群體進行跨文化互動。獲獎者（N = 199）填寫美國國務院委託執行各種美國傅爾布萊特學生計畫的機構－國際教育協會（IIE）之期末相關經驗和學習結果之問卷，以了解獲獎者從ETA計畫獲得實踐學習之成效，包括獲獎者在自評分數及開放性題目中的敘寫，顯示出跨文化經驗脈絡下學習結果範圍及相關學習歷程特徵，以及自身不同方面的改變。本研究根據文獻探討的結果選擇有關跨文化經驗與學習之相關概念和理論，包括「體驗式學習」和「轉化學習」，分析並討論研究結果。此外，在整個研究中以各種形式散佈了敘事自我探究的發現，通過與文化差異相關的轉化性和體驗式學習提供了自我啟示的見解和證據。研究發現獲獎者在自評分數上所獲得的學習成果包括：（一）生涯方向的改變及專業的領導技能、跨文化溝通和合作，文化知識，與語言能力和學習興趣之增進；與（二）個人在全球與社會議題之興趣、多元角度與觀點取替、適應能力、彈性力、模糊狀態的包容力、自信等等各方面的增進。另外，本研究也分析開放性題目的資料，發現幾個可能影響以上學習結果的議題，包括：（一）自我意識之反思的重要性；（二）學習來自反覆的歷程（藉由經驗、反思、詮釋、以及在新脈絡的應用）；（三）容忍模糊認知增進後，視「情緒失調」為跨文化學習機會的指標； 與（四）體會個人的經驗和環境因素之間的互相影響。敘事性探究發現提供了轉化性和體驗性學習過程的證明，這些過程通過批判性的自我檢查來顯示自我知識和世界知識的演變。本研究最後提出討論、研究限制、結論和含義用於實踐和未來研究。 zh_TW dc.description.abstract (摘要) Motivated by a desire to further understand the range of possible learning processes and outcomes associated with participation in and reflection on cross-cultural experiences (CCE) in a global context of increased intercultural interaction and diverse research interests regarding such interaction, this study explores cross-cultural learning amongst US participants in the Fulbright Taiwan English Teaching Assistantship (ETA) Program. In most cases, grantees, primarily recent US university graduates, spend 11-months in Taiwan co-teaching in local elementary schools with local English teachers (LETs), during which time they engage in regular cross-cultural collaboration and interaction within various local community contexts.To explore: (a) what learning outcomes may occur from these experiences, (b) how prevalent are these outcomes, and (c) how this learning might occur, this study analyzes quantitative and qualitative ETA survey data and relevant researcher experiences and knowledge. Adopting the researcher, a 2007 ETA grantee involved with the program in various capacities since that time, as focus of study, insights and analysis from life experiences involving experiential and transformative learning in cross-cultural contexts. A literature review of research in cross-cultural competencies, considered here both possible outcomes and facilitators of cross-cultural learning, relevant learning processes, including theories of experiential and transformative learning provide a framework for inquiry and analysis.Grantee (N = 199 during 2014, 2015, and 2016 grant periods) responses to selected survey items, including scale-response and open-ended items, regarding nature of the experience and perceived learning outcomes and sources. The survey was administered at the end of their grant period by the local Fulbright administration (Foundation for Scholarly Exchange, Fulbright Taiwan) (FSE) on behalf of the Institute for Interactional Education (IIE), the US State Department commissioned organization in charge of Fulbright’s US Student Programs. Average self-report measures of change, growth, or learning in a variety of areas related to experiences in cross-cultural contexts are reported as evidence of the range and prevalence of possible learning outcomes. These responses are supplemented by analysis of open-ended responses with anecdotes from grantees about their experiences and comments and examples based on my own experiences as a grantee from 2007-2008 and subsequent engagement with the program and participants as a staff member at FSE (2008-2009), orientation speaker (2008-2018), and regular attendee of various FSE functions. Further, narrative self-inquiry findings are interspersed throughout the study in various forms offering insights and evidence of self-revelation through transformative and experiential learning while engaging with cultural difference.Results indicate consistently high average ratings of self-perceived growth in terms of: (a) professional development, including changes in career orientation as well as accumulation of useful professional skills, specifically, leadership, intercultural communication and collaboration, cultural knowledge, and language proficiency and learning interest; and (b) personal changes, such as increased global and social interest, capacity to take multiple perspectives, adaptability, flexibility, and tolerance for ambiguity, and self-confidence. Further, consideration of open-ended responses for these growth areas as well as general thematic observations demonstrate the potential relevance of the following aspects to learning in various scenarios: (a) reflexive self-awareness and reflection; (b) iterative movements between experience, reflection and interpretation, and application in new experience contexts; (c) emotional dissonance as indicator of learning opportunity; and (d) the interrelational nature of learning in and from experience. Narrative inquiry findings offer demonstrations of transformative and experiential learning processes that show evolutions in self-knowledge and world knowledge through critical self-examination. These results are elaborated on in a discussion, which proceeds with a treatment of limitations of the present study, concluding remarks on the present findings, and implications for theory and practice, including suggestions for practice and future research. en_US dc.description.tableofcontents ABSTRACT ii摘要 vDEDICATION viiACKNOWLEDGEMENTS viiiTABLE OF CONTENTS xLIST OF ABBREVIATIONS xvLIST OF TABLES xviCHAPTER 1I. CROSS-CULTURAL EXPERIENCE AND LEARNING: FULBRIGHT ENGLISH TEACHING ASSISTANTS IN TAIWAN 1Background and Motivation 1Transformation and Growth with Cross-Cultural Learning 1Study Overview: Cross-Cultural Learning as an ETA 4Study Context 9Fulbright Program 9Origins of Fulbright. 9Academic diplomacy and mutual understanding. 11Fulbright English Teaching Assistantship (ETA) Program. 17Foundation for Scholarly Exchange (Fulbright Taiwan) 18Origins and overview. 18FSE ETA program overview. 21FSE ETA Program context. 24II. LITERATURE REVIEW 26Defining, Crossing, and Engaging with Culture 26Defining Culture 26Defining and Developing Cross-Cultural Competencies 28Brief Genealogy of Cross-Cultural Competency as Subject of Study 32Observing Learning in Cross-Cultural Contexts 36Cultural Competencies 36Rasmussen and Sieck’s (2015) culture general model. 37Deardorff’s (2006) pyramidal process model. 37Bennett’s (1986) developmental model. 38Cultural Intelligence. 38Experiential Learning Process 40Transformative Learning Theory 41Rich Points of Emotional Dissonance 43Implications for Present Study 44Framing Processes of Cross-Cultural Learning (How) 44Self-awareness and reflexivity. 45Interrelational realities. 46Everything is process. 46Indications of Cross-Cultural Learning (What) 48Skill growth and professional development. 48Leadership skills. 48Intercultural collaboration (communication and interaction). 49Career orientation. 50Cultural knowledge. 50Language learning. 51Personal changes relevant to intercultural interaction. 52Self-confidence. 52Global and social interest. 52Perspective-taking. 52Adaptability, openness to novelty, and tolerance for ambiguity. 54III. METHOD 56Study Overview 56Research Questions 56Cross-Cultural Experience in the ETA Program Context 57Data Collection 58ETA Grantee Surveys 58Sample and source. 58Scale-response items. 61Skill growth and professional development. 62Leadership and intercultural collaboration skills (communication and interaction). 62Career orientation and professional development. 62Cultural knowledge. 63Language learning gains and interest. 63Personal changes relevant to cross-cultural experience. 64Open-ended prompts. 65Program challenges. 66Cultural adjustment. 66Mutual understanding. 66Community involvement. 67Impact on personal and professional development. 67LET-ETA collaboration. 67Researcher as Research Focus 68Placing the researcher. 68I’m hearing, on and off. 69For the fall there is a cost: A fantasy-horror sitcom. 70Hear not, forgo listen. Just. Wait. (we are the all embrace). 74Study abroad and self-efficacy. 76Community teaches: International education at home. 78Participant observation. 82Narrative inquiry. 84Additional data sources. 88Informal interviews. 88Primary and secondary documents. 89Analysis and Interpretation 89Descriptive Statistics 89Open-Ended Responses and Researcher Experiences 90Theory-Informed Discussion and Elaboration 91Narrative Inquiry 93IV. FINDINGS 95Descriptive Statistics 95Skill Growth and Professional Development 98Leadership and intercultural collaboration skills (communication and interaction). 98Career orientation and professional development. 98Cultural knowledge. 99Language learning: gains and interest. 99Personal Changes 101Open-Ended Responses and Researcher Experiences 102Skill Growth and Professional Development 102Leadership skills. 102Intercultural communication. 105Intercultural interaction (collaboration). 112Career orientation (interests and focus) and professional development (skills). 116Career orientation (interests and focus). 116Professional development (skills). 122Cultural knowledge. 125Education system. 126Religious and spiritual lifes. 129Local politics and identities. 130Language learning. 133Personal Changes 136Multiple perspectives, curiosity, and openness to diversity. 137Global perspective and social interest. 140Global perspective. 140Social interest. 142Inequality and resource distribution. 143Educational access, policy, and practice. 144Labor and rights issues. 147Public health and healthcare. 148Adaptability, tolerance for ambiguity, and openness to new experiences. 150Self-confidence. 154Narrative Inquiry: Past Living in Present Learning 156Vignette and Lessons Learned (2014) 156Transforming Learning: Glancing Back as Creative Act (2020) 159Epilogue: The beginning. 159End: A pause. 162Themes Borne of Thinking with Theory 163Mirrored, We: Reflexivity, Self-Awareness, and Transformation as an ETA 163Experiential Learning as an ETA 169Emotional Dissonance: Conflict as Learning Catalyst 172Relationships: The Interrelational Nature of Cross-Cultural Learning 174LET-ETA relationship. 176ETA-student relationships. 178ETA-local community connections. 180Discussion 183Study Overview 183Question 1: What outcomes? 183Question 2: How pervasive and pronounced? 184Career orientation and professional development. 184Personal changes. 187Most prevalent changes. 188Question 3: How does learning occur? 189Limitations 192Conclusion 194Implications 197Considerations for Practice 198Emphasizing the space of negotiation between universals and particulars at the site of the embodied, interrelational experience of the social individual. 199Intentional framing of experiential learning processes. 200Promoting bridge thinking from ETA experiences to career. 204Celebrating diversity while fostering shared vision. 205Invitations for Future Research 206Cross-cultural learning. 206Study context and context as study: The ETA Program. 216Cross-cultural co-teaching. 218REFERENCES 220APPENDIX 231A. Table 3: Items with “Not Applicable” Responses Retained 231B. A Footnote in Three Parts or How Much Difference Does It Take to Make Us Whole? 232C. Path Openings for Leisure Hikers, Cave Seekers, Round Readers 238splish splash 238glub glub 240Too Big to See at All 241 zh_TW dc.format.extent 1716729 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0101152517 en_US dc.subject (關鍵詞) 跨文化學習 zh_TW dc.subject (關鍵詞) 體驗式教學 zh_TW dc.subject (關鍵詞) 轉化學習 zh_TW dc.subject (關鍵詞) 跨文化技能 zh_TW dc.subject (關鍵詞) 傅爾布萊特 zh_TW dc.subject (關鍵詞) 協同學習 zh_TW dc.subject (關鍵詞) cross-cultural learning en_US dc.subject (關鍵詞) experiential learning en_US dc.subject (關鍵詞) transformative learning en_US dc.subject (關鍵詞) intercultural competency en_US dc.subject (關鍵詞) Fulbright en_US dc.subject (關鍵詞) co-teaching en_US dc.title (題名) 傅爾布萊特英語助理教師在臺灣之跨文化經驗與學習 zh_TW dc.title (題名) Cross-Cultural Experience and Learning: Fulbright English Teaching Assistants in Taiwan en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) Adorno, T. (1974). Minima moralia: Reflections from a damaged life (trans. E. F. N. 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