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| 2008/03/15 07:35:57瀏覽805｜回應1｜推薦7 | ||||||||||||||||||||||||||||||||||||||||
1. “Why studying English?= Why going to school?’ which points out the necessity and importance of English learning. 2. World language= World citizen 3. Personal capability= societal growth The essence of English education: 1. English education is not knowledge learning like science. 2. English should help kids to increase the ability like PE class. How to improve our English skills?= How to play basketball well/ 1. Basic court 2. Good and confident coach who knows how to motivate players Theories and Reality 1. Critical Period (Golden age) 成熟期前是語言學習期 2. Intuitive and analytical learning 直覺式＆分析式（模仿能力溝通能力＆文法理解） 3. Oral track maturity（發聲器官）接近母語的發音＝發音發方法及部位的訓練 4. Bilingual development（環境的重要性） Which grade to start The earlier, the better. (Especially for pronunciation, intonation and speaking ability) 學的早也要學的好 Case Study--- 1. National Policy- English from the third grade (2005) 2. Hsinchu: English education (three features) l Start from the first grade l Native English speakers l City-published textbooks How? Goal setting—AAA mission 1. A: Appetite: Interest in English 2. Ability: Familiarity with English 3. Attitude: cultural acceptance 1. K: Knowledge 2. I: Interest 3. D: Diversity 4. S: Skills and strategies How? Co- teaching 1. A design to fulfill dual functions. l To provide native language model l To cope with classroom management and cultural adjustment 2. Cooperation and communication weekly lesson plan—team work 3. Source of foreign teachers Before 2004 native speakers of English with a 4-year college degree from English speaking countries, such as USA, Canada, New Zealand, South Africa, Australia, UK,---quality control l North American accent is preferred l TESL certified is preferred l Starting 2004 teaching certificate Biological and Physical Why foreign teachers For students 1. A natural and complete language model: That is all it takes to learn a language 2. Example: 2nd generation immigrates 3. More interactive and fun filled learning experience 4. Cultural Exposure—Best input for best output( Native-like acquisition with intuitive learning ability) For school and Chinese teachers 1. A stimulus for English use 2. A resource for English related activities 3. An opportunity to interact with native speakers and keep improving oral skills 4. A transitional period Why co-teaching? 1. To minimize cultural shock 2. To assist foreign teachers 3. To assist in administration Challenges of the program 1. English is a foreign, not a second language 2. How to create functional motivations (contents) and natural environment for learning ( Limited class time) 3. How to use English outside the classroom 4. Quality and stability of foreign teachers 5. Efficiency of co-teaching The Key Concepts Speaking is prior to writing Speaking goes with listening Language is not knowledge learning, but skill training Language competence comes with language use The Real Problem 1. No need to use outside the classroom 2. No incentive in using English Fallacy of English teaching 1. Playing games 2. Need more teaching time 3. Subject teaching focus on reading and writing English & PE (How do you improve your basketball skills?) 1. A standard basketball court 2. Competent coaches 3. Lots of practice and real games 英語村民間團體開分店，製造說英文環境。語言是生活不是上課。 Home Environment Preschool age---VCD/ tapes/ cartoons/ Sing-along videos/ picture books School age—computer/ software/ TV/ books/ ads/ daily listening/ reading habit/ posters/ pictures/ Create an environment –English everywhere Reading Logs Reading At Home
Conclusion Quality teachers---quality teaching Full support from teachers and school Devoted parents Good textbooks Contextualized language use Motivated students
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