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

The paper presents an e-learning package designed to support vocational language teaching in the Fehmarn Belt region, developed as part of two research projects at Roskilde University, the project Den Mentale Bro (The Mental Bridge) and the BeltScience project. The Fehmarn Belt region extends, in a broad definition, over northern Germany, the eastern part of Denmark and southern Sweden. Since 2009, Roskilde University has conducted research projects that aim to strengthen German-Danish regional cooperation in the region. The article presents the theoretical foundations of the e-learning package, its contents and methods, and describes the practical experience of its use. The e-learning package was developed on the basis of a needs analysis and in collaboration with local stakeholders. It consists of two modules: a language module that promotes vocational language skills, and a culture module that strengthens German-Danish intercultural skills. The package was developed in a German-Danish context, but its concepts of learning could also be applied to the acquisition of other languages.

/pdf/uberwindbare-barrieren-berufsorientierter-17lde6951n.pdf

Überwindbare Barrieren. Berufsorientierter Fremdsprachenunterricht in der

Hvordan kan undervisning i fremmedsprog tilrettelægges, så elever og studerende motiveres til at kommunikere mundtligt på deres fremmedsprog? Artiklen tager udgangspunkt i Coyles model for undersøgelse af motivation (Coyle, 2011) og har som mål at belyse de muligheder, som Content and Language Integrated Learning (CLIL) samt arrangerede sprog- og kulturmøder har for at fremme de lærendes motivation. Med afsæt i to konkrete undervisningsforløb zoomer artiklen ind på hvilket potentiale der ligger i de to didaktiske tilgange, og hvordan dette potentiale kan forklares ud fra motivationsforskningens perspektiv. 
Artiklen indledes med en opridsning af tidligere forskning samt resultater fra en kort survey-undersøgelse, der giver et indblik i potentialet og de udfordringer, der forbinder sig med de to tilgange. Derefter beskrives Coyles model og undersøgelsernes metodiske tilgang. Modellen anvendes i rammen af en deduktiv kvalitativ indholdsanalyse (Mayring, 2014, 2015) til at belyse to undervisningsforløb i to forskellige pædagogiske kontekster, nemlig grundskole- og universitetsniveauet, hvor der arbejdes med hhv. CLIL og arrangerede sprog- og kulturmøder. 
I analysen anvendes Coyles model dermed i en CLIL-kontekst, dvs. den kontekst, som modellen er udviklet indenfor, og modellens ramme udvides til at omfatte en anden didaktisk tilgang, hvor sprog- og kulturlæring indgår i et samspil i fremmedsprogsundervisningen: arrangerede sprog- og kulturmøder.

Petra Daryai-Hansen

Papers

Überwindbare Barrieren. Berufsorientierter Fremdsprachenunterricht in der

Mundtlighed, CLIL og arrangerede sprog- og kulturmøder

Review i faget tysk