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)

현대 한국 사회의 흐름과 변화에 대한 두 가지 큰 축은 세계화와 다문화, 조금 더 구체적으로 세계화 시대와 다문화사회라 할 수 있다. 본 연구는 이러한 시대적 흐름과 변화에 주목하여, ‘세계교육’과 ‘다문화교육’의 쟁점과 핵심가치를 도덕과교육적 관점에서 밝혀보려는 시도를 담고 있다. 세계교육과 다문화교육적 측면에 있어 도덕과교육이 반드시 다루어야 할 도덕성과 관련된 요소는 무엇인지 밝혀내는 작업이 그 핵심이다. 여기서 중요한 것은 단순히 도덕적 핵심 가치의 나열로만 그치는 것이 아니라, 그러한 덕성의 내면화를 통한 정체성 확립이 궁극적인 교육의 목적임을 분명히 해야 한다는 점이다. 즉, 세계화 시대와 다문화적 사회의 구성원으로서 요구되는 ‘간문화적 역량(intercultural competence)’을 함양시키기 위한 보다 구체적이고 전략적인 방법이 요구되는 것이다. 이에 본 논문에서는 도덕과교육에서 세계교육과 다문화교육을 어떻게 바라볼 것이며, 어떠한 도덕과교육적 목표를 통해 구체적으로 내용과 방법을 설정해 나갈 것인가에 대해 논의해 보고자 한다.

도덕과교육에서의 간문화적 역량(intercultural competence)

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

Language teaching has long been associated with teaching in a country or countries where a target language is spoken, but this approach is inadequate. In the contemporary world, language teaching has a responsibility to prepare learners for interaction with people of other cultural backgrounds, teaching them skills and attitudes as well as knowledge. This article presents the main concepts involved in this view of language teaching: the notion of culture, the language-culture nexus, and intercultural competence. It also explains the implications of the approach in terms of the skills, attitudes, and knowledge that should be taught. The article goes further: It argues that language teaching needs to be linked to other disciplines in order to develop an approach that integrates insights from citizenship education. All of this has implications for teachers’ professional identity and for cooperation across the curriculum.

/pdf/making-a-difference-language-teaching-for-intercultural-and-1ibmmrecva.pdf

Making a difference: Language teaching for intercultural and international dialogue

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

Ministerio de educación, cultura y deporte

After a brief introductory section concerning the history of the FREPA project and its general objectives, the second section refers firstly to the concept of ‘Plurilingual and intercultural competences’ and then defines what ‘Pluralistic approaches’ are, showing their necessity for every educative enterprise conforming to this concept. In the third section, the focus lies on the FREPA framework itself, presenting the framework in more detail while stressing its role as an innovative complement to the CEFR. The fourth section aims to show how the FREPA can support the use of pluralistic approaches in class by describing the set of tools developed within the FREPA project and illustrating their function. Finally, the fifth section provides an outline of current perspectives of the project concerning dissemination and further research work.

The Framework of Reference for Pluralistic Approaches to Languages and Cultures: A Complement to the CEFR to Develop Plurilingual and Intercultural Competence

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...

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

A call for (trans)languaging: The language profiles at Roskilde University

Green Kidz: Young learners engage in intercultural environmental citizenship in the English language classroom in Argentina and Denmark.

GFL is an open access journal, which allows readers to read, download, copy, distribute, print, search, or link to the full texts of its articles and allow readers to use them for any other lawful purpose. Reuse of material from GFL is permitted with attribution for non-commercial purposes.

Petra Daryai-Hansen

Papers

The Framework of Reference for Pluralistic Approaches to Languages and Cultures: A Complement to the CEFR to Develop Plurilingual and Intercultural Competence

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

A call for (trans)languaging: The language profiles at Roskilde University

Green Kidz: Young learners engage in intercultural environmental citizenship in the English language classroom in Argentina and Denmark.

Mehrsprachigkeitsdidaktik im frühen DaF-Unterricht in Dänemark und Norwegen – Lehrer- und Schülerperspektiven