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| 論文名稱 | The Influence of Jack C. Richards on My Personal Journey from EFL to EMI: A Narrative Exploration |
| 發表日期 | 2023-02-01 |
| 論文收錄分類 | 其他 |
| 所有作者 | 吳秋慧 |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 刊物名稱 | Language Teaching Research Quarterly |
| 發表卷數 | |
| 是否具有審稿制度 | 是 |
| 發表期數 | 33 |
| 期刊或學報出版地國別/地區 | NATTUR-土耳其共和國 |
| 發表年份 | 2022 |
| 發表月份 | 12 |
| 發表形式 | 電子期刊 |
| 所屬計劃案 | 無 |
| 可公開文檔 | |
| 可公開文檔 | |
| 可公開文檔 |
[摘要] :
傑克·理查茲（Jack C. Richards，2021）認為語言教師身份是由他們過去的經歷、教師教育和語言能力決定的。他最近在EMI領域所出版的著作（理查茲和潘，2022a; 2022b）激發了本人對教師多重身份的反思。此文是本人敘述了過去作為語言學習者和非英語母語教師的經歷。本人以敘事文方式反思了從英語作為外語教師（EFL）到英語作為教學語言（EMI）教師的轉變。在從EFL 到 EMI 的轉變過程，本人一直在尋找成為一名“好語言老師”的意義（Barkhuizen & Mendieta，2020 年，第 1 頁）。本人認為這樣的轉變是順勢而為的方式回應對全球EMI趨勢。理查茲的作品不僅對全球EMI專案的出現進行了系統的審視，而且繼續對本人雙重角色—語言及領域教師—產生深遠的影響。
[英文摘要] :
Jack C. Richards (2021) suggests that language teacher identities are shaped by their past experiences, teacher education and language proficiency. His recent publications in English Medium Instruction (EMI) (Richards & Pun, 2022a; 2022b) inspired reflection on my multiple teacher identities. In this paper, I offer a narration of past experiences as a language learner and a non-native English-speaking teacher. As part of this narration, I
reflect on the shift from being an English as a Foreign Language teacher (EFL) to being an English as a Medium of Instruction (EMI) teacher. While making this shift from EFL to EMI, I was searching for the meaning of what it means to be a “good language teacher” (Barkhuizen & Mendieta, 2020, p. 1). I propose that the transition was a natural evolution to respond to the global EMI trend. Richards’ work not only provided a systematic examination of the emergence of global EMI programs, but it continues to have a profound impact on my dual roles as language and content specialist.
