中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

Knowledge of teachers’ beliefs is central to understanding teachers’ decision-making in the classroom. The present study explores Norwegian language teachers’ beliefs about multilingualism and the use of a multilingual pedagogical approach in the third-language (L3) classroom. This study analysed data collected via focus group discussions with 12 teachers of French (N = 4), German (N = 2) and Spanish (N = 6) using qualitative content analysis. Three main themes emerged from the analysis. (1) The teachers view multilingualism as a potentially positive asset. Although they think that multilingualism has benefited their own language learning, they do not conclude that multilingualism is automatically an asset to students. (2) The teachers claim to make frequent use of their students’ linguistic knowledge of Norwegian and English when teaching the L3. However, the teachers rarely focus on the transfer of learning strategies because they believe that learning an L3 is completely different from learning the sec...

https://www.tandfonline.com/doi/pdf/10.1080/14790718.2015.1041960

Teachers’ beliefs about multilingualism and a multilingual pedagogical approach

https://www.unirioja.es/estudios/doctorado/acuerdos_CMinistros/2014_04_30.pdf

Ministerio de educación, cultura y deporte

This study explores teachers’ beliefs about multilingualism and multilingual students in Swedish primary schools. The aim is to support a better-informed discussion about teachers’ decision-making in linguistically diverse classrooms in the European nation-state. The use of Q method combines qualitative and quantitative data analyses. Q material applied in the present study provided the participants with all the necessary language to describe their beliefs. Two Q sets of statements – one regarding the understanding of the phenomenon and the other concerning suggested pedagogical responses in relation to current multilingualism – were constructed using a variety of sources. The participants are forty teachers, predominantly female, employed at three different primary schools in southern Sweden. Applying inverted factor analysis and abductive interpretation, three sets of teachers’ beliefs emerged and descriptions represent the teachers’ complex views about multilingualism in the classroom. Overall, teachers’ beliefs are rather welcoming towards multilingualism and multilingual students and recent concepts with growing acceptance in literature, such as translanguaging, are well accepted. However, sceptical views, often based on monolingual ideologies are present and are likely to pose challenges for the implementation of pluralistic policies. This study contributes to an open debate about benefits and challenges of current multilingualism in education.

https://www.tandfonline.com/doi/pdf/10.1080/14664208.2018.1495373

Teachers' beliefs about multilingualism : findings from Q method research

Teachers’ viewpoints about an educational reform concerning multilingualism in German-speaking Switzerland

While the idea of plurilingual competence is widely established theoretically and promoted in European language policies, it is not implemented in educational practice, where separate plurilingualism is still dominant. The idea of languages as autonomous entities is e.g. reflected in the Common European Framework of Reference for Languages (CEFR) scales. The paper introduces to the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA). Pluralistic approaches use teaching and learning activities involving several (i.e. more than one) varieties of language, e.g. the language(s) of schooling, foreign languages, regional, minority and migration languages. FREPA thereby offers tools to put the theoretical insights and language policies into practice. The article illustrates how pluralistic approaches, in recent years, have been used in the process of large-scale national and regional curriculum renewals in Austria, French-speaking Switzerland and Spain. By promoting plurilingual e...

Brigitte Gerber

Papers

Pluralistic approaches to languages in the curriculum: the case of French-speaking Switzerland, Spain and Austria