| 2025-04 |
From EMI to ESP professional development |
book/chapter |
說明頁(314) |
| 2025-04 |
ESP professional development design: a disciplinary literacy approach |
book |
說明頁(304) |
| 2025-04 |
ESP-EMI collaboration model for disciplinary literacy |
book/chapter |
說明頁(246) |
| 2025-04 |
Transforming ESP professional development into the ESP teaching cycle |
book/chapter |
說明頁(356) |
| 2025-01 |
Perspectives of ELF-informed teachers in Taiwan |
article |
說明頁(540) |
| 2024-12 |
Curriculum and Teaching in Primary CLIL in Taiwan: Exploring Teacher Agency |
book |
說明頁(408) |
| 2024-08 |
Comparative perspectives on bilingual policy in Taiwan: Implementation and implications of bilingual education |
conference |
pdf(363) |
| 2024-08 |
Critical Discourse Analysis of Global Competence in Taiwan＇s English Curriculum Guidelines |
conference |
pdf(464) |
| 2024-04 |
Leveraging ESP teachers’ roles: EMI university teachers’ professional development in medical and healthcare fields |
article |
說明頁(544) |
| 2024-03 |
English-medium instruction in higher education in Taiwan |
book/chapter |
說明頁(590) |
| 2023-03 |
The ESP teachers` role in EMI profession development. (Invited Colloquium) |
conference |
pdf(55) |
| 2023-01 |
CLIL development in bilingual education in Taiwan: Past, present, and future |
article |
說明頁(702) |
| 2022-11 |
大商管領域英語授課實例與分析 |
book/chapter |
說明頁(289) |
| 2022-11 |
Translanguaging in Regulative, Affective, and Instructional Discourses: A Conversation Analysis of CLIL Courses in Elementary Schools in Taiwan |
conference |
說明頁(606) |
| 2022-03 |
全球在地化之臺灣雙語教育：基本理念與架構 |
book/chapter |
說明頁(254) |
| 2022-03 |
全球在地化臺灣雙語教育之未來與展望 |
book/chapter |
說明頁(289) |
| 2022-03 |
臺灣雙語教育全球在地化課程規劃 |
book/chapter |
說明頁(247) |
| 2022-03 |
臺灣雙語教學資源書：全球在地化課程設計與教學實踐 |
book |
說明頁(215) |
| 2021-08 |
Translanguaging in EMI higher education in Taiwan: Learner perception and agenc |
book/chapter |
pdf(519) |
| 2021-07 |
“I was a class leader”: Exploring a Chinese English teacher’s negative emotions in leadership development in Taiwan |
article |
說明頁(548) |
| 2020-08 |
Perpetuating or penetrating? The discursive construction of CLIL teacher identity and agency |
conference |
說明頁(1136) |
| 2020-03 |
Supporting EMI Professional Development: From A Network Perspective |
conference |
說明頁(1064) |
| 2019-05 |
English-medium instruction in law and the humanities in higher education: the role of teacher identity |
article |
說明頁(813) |
| 2018-12 |
Teacher Agency in Negotiating Preferable Teacher Identities: CLIL in Arts in Primary Education in Taiwan. |
conference |
|
| 2018-12 |
CLIL in Visual Arts. |
conference |
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