國立政治大學英語教學資源中心（EMI Resource Center, NCCU）於11月14日中午在政大校友服務中心會議室舉辦「EMI TA教學助理培訓座談」。本次座談為EMI教學助理培訓計畫的第二階段，完成所有四階段活動的學生將獲得由本中心頒發的全英語授課教學助理（EMI TA）培訓證書。本階段座談會旨在協助學員瞭解並掌握，作為EMI教學助理的基本職責和技能。透過情境模擬、討論與經驗分享，學員將深入探討EMI教學中的挑戰與解決方案，並學會如何在雙語課程中提供有效的支援，進而提升其教學助理工作中的專業能力。

本次座談由中心EMI培訓教師、助理教授吳承翰主持，並由中心寫作諮詢助理、博士生馮文偉協助活動進行。吳承翰以幽默風趣的方式自我介紹，帶領參與活動的各系所學生透過創意卡牌遊戲，模擬可能面臨的教學助理情境，討論並解決成為EMI教學助理的潛在挑戰。

遊戲活動設計了三種情境類型：課程相關、教授相關及教學助理常見問題。各小組從三種情境卡牌中隨機抽取，並透過另一組句型卡的輔助嘗試解決該問題。透過此練習，學生們模擬在真實情境中，如何應對不同的問題；在遊戲過程中，各組同學熱烈參與討論，分享自身看法，展現了其問題解決、合作與批判思維的能力。例如，來自統計所的張同學舉自身經驗為例，闡述自己如何解決「教學助理常見問題」相關之情境。張同學表示身為EMI 教學助理，她需要協助對理解英語授課內容有困難的同學，進行學業加強或輔導，在此過程中，不僅需要加強自己的專業知識，擔任銜接語言和專業知識的橋樑，她更訓練自己的人際溝通能力，以利其與學生順利交流。

後半場活動由本中心主任鍾曉芳帶領問答環節，透過公開分享和討論，讓參與同學彼此交流曾遇到的挑戰或難忘的經驗。其中，來自統計所的EMI 助教洪同學指出自己在擔任課程教學助理時，曾面臨到難以兼顧課堂工作和自身學業的情形，並分享自身如何與教授溝通以調整其工作的內容；來自經濟系的陳同學也說明自己擔任助教時，曾發生與其他教學助理專業認知不相同的情形，並提供了在場同學化解此難題的應對技巧；出席者亦包含欲成為EMI TA的同學，雖還不是TA，但透過本場講座的深度交流，讓他們學著去思考擔任EMI教學助理可能發生的一系列挑戰，本次腦力激盪的成果，也將成為其未來擔任EMI教學助理提供寶貴的參考。

活動接近尾聲時，TA們的討論十分熱絡，有些同學原本較為拘謹，但隨著活動進行，大家逐漸融入輕鬆分享的氛圍，每位TA都分享了對EMI TA的新認識和見解。同學們一致表示，本次講座讓自己了解擔任EMI教學助理的重大責任和使命──同時面對教授和學生，擔任協助兩者溝通的重要角色。更重要的任務是如何在雙語教學的情境下，最大程度地協助課堂順利運行；即便擔任EMI教學助理相當具有挑戰性，同學們都表示自己仍願意成為EMI教學助理，並從中累積各式經驗，以及學習人際互動的技巧。

第二場期末「EMI TA反饋」講座將於12月12日（週四）舉辦 。此講座是本次EMI培訓計畫中的第三個環節，旨在為學員提供一個交流與分享的平臺。學員們將有機會聽取其他同學在實際教學中運用EMI方法的經驗，並討論他們面臨的挑戰和成功的案例。透過互動討論，大家共同探討如何解決語言障礙，提升學生參與度，並加強教學效果。不僅有助於提升每位學員的EMI教學能力，還能促進彼此之間的合作與學習。此次經驗分享會將為學員提供寶貴的見解與策略，幫助大家更有效地應用EMI於未來教學工作中。

The EMI Resource Center at NCCU held an "EMI TA (Teaching Assistant) Training" seminar on November 14 in the Alumni Service Center conference room, NCCU. This seminar belongs to the second stage of the EMI (English as a Medium of Instruction) TA training program. Students who complete all four stages of the program will be awarded an EMI TA training certificate from our center. The purpose of the event today is to assist participants in understanding and mastering the basic responsibilities and skills required as an EMI teaching assistant. Through scenario simulations, discussions, and experience sharing, participants will explore the challenges and solutions in EMI teaching, learning how to provide effective support in bilingual courses, thereby enhancing their professional abilities as teaching assistants.

The lecture was led by Assistant Professor Dr. Cheng-Han Wu, the leading EMI TA trainer from our center, and assisted by Ph.D. candidate Edward Fung, a writing consultation assistant at the center. Dr. Wu introduced himself in a humorous and engaging manner, guiding students from various departments through a creative card game that simulated potential situations they might face as teaching assistants. Together, they discussed and tackled the potential challenges of becoming an EMI teaching assistant.

The card game activity included three types of scenarios: course-related, professor-related, and recurring TA problems. Each group randomly selected cards representing various scenarios and used another set of phrase cards to help address the situations. Through this exercise, TAs practiced responding to different issues they might face in real-life contexts. Throughout the activity, each group engaged enthusiastically in discussion, sharing their perspectives and demonstrating their problem-solving, collaboration, and critical thinking skills. For example, Chang, a TA from the Department of Statistics, shared her personal experience to illustrate how she addressed situations related to "common problems faced by teaching assistants." Chang explained that as an EMI teaching assistant, she needed to assist students who had difficulty understanding content taught in English by providing academic support or tutoring. In this process, she not only had to strengthen her own professional knowledge and serve as a bridge between language and subject expertise but also had to train her interpersonal communication skills to facilitate smooth communication with students.

Center Director Professor Siaw-Fong Chung led a Q&A session, encouraging participants to share challenges or memorable experiences they had encountered as TAs. Among them, Hong, another TA from the Department of Statistics, pointed out that while serving as a course teaching assistant, she faced difficulties balancing classroom duties with her own academic work. She shared how she communicated with the professor to adjust the scope of her responsibilities. Chen, a TA from the Department of Economics, also explained that during his time as a teaching assistant, he encountered situations where his professional understanding differed from that of other teaching assistants. He provided strategies for resolving such conflicts, offering valuable tips to the students present. Among the attendees, there were students who are yet to become a TA. They responded that the in-depth exchange during the lecture helped them think about the range of challenges they might face as EMI teaching assistants. The insights gained from this brainstorming session will serve as valuable references for their future roles as EMI teaching assistants.

As the event approached its conclusion, the TAs engaged in lively discussions. Initially, Some of them were a bit reserved, but gradually warmed up to the relaxed sharing atmosphere. Each TA shared their new understanding and insights about becoming an EMI TA. Students unanimously expressed that this seminar helped them realize that serving as an EMI teaching assistant entails significant responsibilities and missions: they work with both professors and students, playing a crucial role in facilitating communication between them. Even more important is their task of ensuring the smooth operation of the class in a bilingual teaching environment. Although being an EMI teaching assistant is a challenging role, the participating students expressed their willingness to take it on, gaining diverse experiences and learning valuable interpersonal skills.

The third stage of the EMI training program, the “EMI TA Feedback” seminar,will take place on Thursday, December 12th. This seminar is designed to provide a platform for participants to exchange and share their experiences. They will have the opportunity to hear about their peers' experiences in applying EMI methods in actual teaching situations and discuss the challenges they faced as well as their successful cases. Through interactive discussions, participants will explore strategies to overcome language barriers, enhance student engagement, and improve teaching effectiveness. This seminar will not only help enhance each participant’s EMI teaching skills but also foster collaboration and learning among them. The insights and strategies shared will provide valuable guidance for more effectively applying EMI in future teaching roles.