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題名 Teacher professional vulnerability in EMI contexts in Taiwan
作者 崔正芳
Tsui, Cynthia
貢獻者 外文中心
關鍵詞 English-medium instruction; teacher professional vulnerability; class interaction; rapport; higher education; Taiwan
日期 2023-12
上傳時間 24-五月-2024 11:25:15 (UTC+8)
摘要 Higher education has become a tradable commodity as globalization turns universities worldwide into players vying for visibility and student enrollment. To attract international talents while encouraging students' transnational mobility, English-medium instruction (EMI) programs have mushroomed in the past decade for higher education institutions to uphold their global standing (Dafouz & Smit, 2021; Sahan et al., 2021). The current study reports on an EMI program in the Department of Mechanical Engineering at a national university in Taiwan. Based on the conceptual framework of teacher professional vulnerability proposed by Lasky (2005), interview data and classroom observations, among data collected for a larger study, from six faculty members and five students who had participated in the EMI program were analyzed. Findings revealed that the more interactions there are between teachers and students in an EMI class, the more openness and rapport would be built in class to support learning. Teachers' openness about their vulnerability helps develop a trusting and safe learning environment in which students are less likely to perceive their own struggles as a threat. Instead, teachers' authentic openness validates students' learning difficulties and helps build empathy towards each other. Pedagogical implications and future research are also discussed.
關聯 Taiwan International ESP Journal, Vol.14, No.2, pp.1-32
資料類型 article
DOI https://doi.org/10.6706/TIESPJ.202312_14(2).0001
dc.contributor 外文中心
dc.creator (作者) 崔正芳
dc.creator (作者) Tsui, Cynthia
dc.date (日期) 2023-12
dc.date.accessioned 24-五月-2024 11:25:15 (UTC+8)-
dc.date.available 24-五月-2024 11:25:15 (UTC+8)-
dc.date.issued (上傳時間) 24-五月-2024 11:25:15 (UTC+8)-
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/151252-
dc.description.abstract (摘要) Higher education has become a tradable commodity as globalization turns universities worldwide into players vying for visibility and student enrollment. To attract international talents while encouraging students' transnational mobility, English-medium instruction (EMI) programs have mushroomed in the past decade for higher education institutions to uphold their global standing (Dafouz & Smit, 2021; Sahan et al., 2021). The current study reports on an EMI program in the Department of Mechanical Engineering at a national university in Taiwan. Based on the conceptual framework of teacher professional vulnerability proposed by Lasky (2005), interview data and classroom observations, among data collected for a larger study, from six faculty members and five students who had participated in the EMI program were analyzed. Findings revealed that the more interactions there are between teachers and students in an EMI class, the more openness and rapport would be built in class to support learning. Teachers' openness about their vulnerability helps develop a trusting and safe learning environment in which students are less likely to perceive their own struggles as a threat. Instead, teachers' authentic openness validates students' learning difficulties and helps build empathy towards each other. Pedagogical implications and future research are also discussed.
dc.format.extent 112 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) Taiwan International ESP Journal, Vol.14, No.2, pp.1-32
dc.subject (關鍵詞) English-medium instruction; teacher professional vulnerability; class interaction; rapport; higher education; Taiwan
dc.title (題名) Teacher professional vulnerability in EMI contexts in Taiwan
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.6706/TIESPJ.202312_14(2).0001
dc.doi.uri (DOI) https://doi.org/10.6706/TIESPJ.202312_14(2).0001