由政大英語教學資源中心、外文中心及雙語與多元文化推動辦公室共同主辦，英國語文學系協辦的國際演講活動12月14日隆重舉行。本次活動以「重新想像高等教育中的英語：以全球英語挑戰語言主導權」為題，邀請英國格拉斯哥大學教育學院高級講師暨理學碩士／教育碩士（英語教學 TESOL）課程主任 Nicola Galloway擔任主講人，並由國立臺灣科技大學應用外語系系主任鄧慧君及國立臺北科技大學人文與社會科學學院副院長林含怡擔任與談人。活動上午場由政大英語教學資源中心鍾曉芳主任主持，下午場則由政大外文中心主任崔正芳主持。現場吸引了政大多個學系的師生踴躍參與，並有校外師生透過線上平臺同步參與，共同探討與分享專業見解。

上午場由 Galloway 博士主講，她深入探究了以英語為教學語言（EMI）中的幾個關鍵議題，特別聚焦於如何重新思考 EMI 的實踐方式，以促進更大的包容性與平等性。Galloway 博士強調，擁抱語言多樣性是至關重要的，並鼓勵各教育機構採用靈活的語言政策，在保持英語作為主要教學語言的同時，支持來自多元語言背景的學生。她介紹了「全球英語在 EMI 中的應用」（Global Englishes for EMI，簡稱 G-EMI）框架，作為使 EMI 更具情境適應性的一種策略，並著重於幫助學生為現實世界中的多語言互動做好準備。此外，Galloway 博士還闡述了多語言教學法的價值，特別是語言跨界（translanguaging）等方法，讓學生能夠在課堂上結合母語與英語共同使用，作為促進理解與提升學習參與度的有效工具。她進一步建議各機構在教師招聘時，應優先考慮教學專業能力，而非單純以語言背景為選拔標準，從而營造更具包容性的學術環境。Galloway博士特別強調國際研究合作的重要性，並提及通過「英語語言國際化網絡」（English Language Internationalization Network，ELINET）推動全球 EMI 實踐改進的可能性與願景。

Galloway博士提到了「EMI 去殖民化」（decolonizing EMI）這一概念，並鼓勵與會者深思其內涵與實踐意義。她指出「去殖民化」已成為當代教育的重要議題，但其真正意涵往往需要進一步探討與反思，並解釋真正的去殖民化不僅關乎語言政策，更在於促進包容性，並重視多元觀點的價值。她強調需要挑戰「英語應是唯一教學語言」的觀念，推動創建一個擁抱語言正義和文化多樣性的教育環境，並認為唯有如此EMI教育才能更加包容和平等，為本地語言與全球學術標準的共存創造空間，並豐富學習體驗。

接著Galloway博士分享了她在泰國、越南和日本進行的研究，揭示了 EMI 課程中面臨的諸多挑戰。例如，儘管學生經常面臨理解困難，他們仍偏好英語授課。此外，學生普遍偏愛母語為英語的教師，這種趨勢反映了英語主導權（English hegemony）的影響——英語的主導地位不僅邊緣化了本地語言與知識體系，還強化了母語教師的標準和以西方為中心的課程結構。研究同時揭露了 EMI 課程的財務困境，由於學費較高，來自弱勢背景的學生往往難以參與，進一步加劇教育不平等。為了應對這些問題，Galloway博士提出應設計更靈活的語言政策，以包容多元語言背景，同時仍以英語作為主要教學語言。她建議在課程中融入具本地文化相關的內容，實現全球學術標準與本地需求的平衡。最後Galloway博士呼籲各教育機構在教師聘用時，應以教學專業能力為首要考量，而非僅看重語言背景，以此營造更加包容與多元的學術環境。

下午場由政大外文中心主任崔正芳副教授主持，兩位與談人分享了她們對臺灣高等教育中 EMI 策略的見解。鄧慧君教授以「EMI 課堂中的溝通策略」為主題，深入探討了有效 EMI 教學所需的語言能力與溝通技巧。她強調，教師應根據學生需求調整語言使用，包括詞彙選擇與語速控制，同時運用非語言的溝通方式來提升學生的參與感與理解力。

林含儀副教授則呼應了 Galloway 博士提出的 G-EMI 概念，並進一步分析其在臺灣高等教育體系中的應用價值。她指出，英語作為全球通用語（English as a lingua franca）的重要性不容忽視，但EMI的實踐應同時考量本地文化背景的適配性。林副教授提倡採用跨語言（translingual）教學方法，將學生的母語（如中文）融入課程，以提升學習成效。她強調，EMI的實踐應在滿足本地需求的基礎上與全球標準接軌，從而推動更具包容性的教育環境。

在隨後的綜合座談環節，與會者就 EMI 在臺灣面臨的挑戰及未來發展方向展開熱烈討論。Galloway 博士的深入見解，以及兩位與談人的專業貢獻，為 EMI 的未來發展提供了重要啟示。同時，活動也提出了一系列提升高等教育包容性、可及性與文化相關性的實際策略，為 EMI 的實踐與改革開拓了新的視野。

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以上按鈕超連結請更換成對應的鏈結。

On Saturday, December 14th, 2024, the EMI Resource Center, the Foreign Language Center, and the Bilingual Education and Multicultural Promotion Office at NCCU co-hosted an international talk titled ‘Reimagining English in Higher Education: Challenging Linguistic Hegemony with Global Englishes’. The event was also supported by the Department of English. The keynote speaker was Dr. Nicola Galloway, Senior Lecturer and Program Director for the MSc/MEd TESOL at the University of Glasgow, UK. The event also featured two distinguished panelists: Professor Huei-Chun Teng, Chair of the Department of Applied Foreign Languages at National Taiwan University of Science and Technology, and Associate Professor Han-Yi Lin, Deputy Dean of the College of Humanities and Social Sciences at National Taipei University of Technology. The morning session was chaired by Professor Siaw-Fong Chung, Director of the EMI Resource Center, while the afternoon session was led by Associate Professor Cynthia Tsui, Director of Foreign Language Center. The event attracted enthusiastic participation from faculty and students across various departments at NCCU, with additional attendees from other institutions joining via an online platform to engage in discussions and share professional insights.

The event was divided into two sessions, with Dr. Galloway leading the first. She explored key themes in EMI, including the potential for reimagining EMI practices to promote greater inclusivity and equity. Dr. Galloway emphasized the importance of embracing linguistic diversity and encouraged institutions to adopt flexible language policies that support diverse linguistic backgrounds while maintaining English as the primary medium of instruction. She introduced the Global Englishes for EMI (G-EMI) framework as a way to make EMI more context-sensitive, focusing on preparing students for real-world multilingual interactions. Dr. Galloway also highlighted the value of multilingual approaches like translanguaging, which allows students’ first languages to complement English as a pedagogical tool. In addition, she encouraged institutions to prioritize pedagogical expertise over linguistic background in recruitment practices to foster a more inclusive academic environment. Dr. Galloway also stressed the importance of research collaboration, particularly through the English Language Internationalization Network (ELINET), to further improve EMI practices worldwide.

Dr. Galloway raised up the concept of decolonizing EMI, encouraging the audience to reflect on its implications. She noted that ‘decolonization’ has become an important focus in education, though it often requires deeper consideration. Dr. Galloway explained that true decolonization in the context of EMI involves not just language policies, but also promoting greater inclusivity and recognizing the value of diverse perspectives. She emphasized the need to challenge the assumption that English should be the sole medium of instruction, advocating for educational environments that embrace linguistic justice and cultural diversity. By doing so, Dr. Galloway argued, EMI can become more inclusive and equitable and provide a space where both local languages and global academic standards can co-exist and enrich the learning experience.

Her research across Thailand, Vietnam, and Japan revealed several challenges in EMI programs, such as a strong preference for English-only instruction despite comprehension difficulties. Dr. Galloway noted that students favored native English-speaking teachers, a trend that Dr. Galloway linked to English hegemony, where the dominance of English marginalizes local languages and knowledge systems in favor of native-speaker norms and Western-centric curricula. Financial barriers, such as the higher cost of EMI programs, further complicate access for students from disadvantaged backgrounds. To address these issues, Dr. Galloway emphasized the need for flexible language policies that accommodate diverse linguistic backgrounds while maintaining English as the primary medium of instruction. She also advocated for incorporating culturally relevant content into curricula to balance global academic standards with local relevance. Dr. Galloway urged institutions to prioritize teacher qualifications based on pedagogical expertise rather than linguistic background to help create a more inclusive academic environment.

In the second session, moderated by Associate Professor Cynthia Tsui, Director of the Foreign Language Center, NCCU, two local professors shared their perspectives on EMI strategies in Taiwan’s higher education. Professor Huei-chun Teng presented on ‘Communication Strategies in EMI Classrooms’, outlining the essential language proficiency and communication skills needed for effective EMI teaching. She emphasized the importance of adapting language, vocabulary, and speech rate to the audience’s needs, as well as using non-verbal cues to enhance engagement and understanding.

Associate Professor Han-yi Lin echoed Dr. Galloway’s concept of G-EMI and further explored its relevance to Taiwan’s higher education system. She highlighted the importance of English as a lingua franca, arguing that EMI should not only focus on language proficiency but also adapt to the local context. Associate Professor Lin advocated for a translingual approach, incorporating students’ first languages, such as Mandarin, into the curriculum to improve learning outcomes. She concluded by emphasizing the need for EMI practices to align with both local contexts and global standards to promote a more inclusive educational environment.

The event concluded with a panel discussion session, where the audience engaged in a lively discussion about the challenges and future directions of EMI in Taiwan. Dr. Galloway’s insights, along with the panelists’ contributions, provided valuable perspectives on the future of EMI, offering practical strategies for improving inclusivity, accessibility, and relevance in higher education.

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