# data[].attributes.body
Your Questions

# data[].attributes.body
Your Feedback

# data[].attributes.headline
Teacher Chiu Hungyi  (邱鴻毅)                                         About  Study  Assessment

# data[].attributes.subject
Teacher Chiu Hungyi  (邱鴻毅)                                         About  Study  Assessment

# data[].attributes.body
Thank you very much, Professor Inmaculada Pineda, for overcoming the time difference to guide our high school teachers in bilingual education courses.

Since the main topic you discussed with us in the Module 2 of our course was student assessment, I would like to ask for your advice on the following issues related to assessments in Taiwan's high school bilingual programs:

1.When promoting bilingual courses, we use English as the language of instruction. For regular assignments or tasks, we can write in English. However, for the school's summative assessments, to maintain fairness across all grades, we must use Chinese for the exams. This has been a point of contention, especially for biology courses taught in English. What is your advice on this matter, Professor Inmaculada Pineda?

2.In the process of bilingual teaching, in what situations should differentiated assessments be used?

3.If differentiated assessments are needed, what are the key considerations to keep in mind when conducting bilingual courses?

4.What specific aspects need to be paid attention to when conducting differentiated assessments?

Thank you for your response.

I wish you a wonderful day and also invite you to visit beautiful Taiwan and meet the enthusiastic teachers involved in bilingual education.

Sincerely,

Teacher Chiu Hungyi

Ching Cheng Senior High School, Changhua County, Taiwan R.O.C.

# data[].attributes.headline
Questions from Yang, Po-An (Civics and Society teacher)

# data[].attributes.subject
Questions from Yang, Po-An (Civics and Society teacher)

# data[].attributes.body
1. In bilingual education, classroom English is commonly used alongside teaching subject-specific knowledge in English. When I teach subject-specific knowledge in English, I include relevant images in my presentations as a multimodal approach. However, I worry that students with lower English proficiency might not fully grasp the message I'm trying to convey. Therefore, I always repeat the explanation in the students' first language (Chinese) after explaining in English. Is there a better recommended approach for this?

2. In bilingual education, is it necessary for students to use English actively in activities and presentations? Or is it sufficient for teachers to create opportunities for students to use English as a medium for learning and communication throughout the process?

# data[].attributes.body
Hello , Prof. Inma.

I am Addy, a All-out Defense Education teacher.

1.What are the teaching characteristics should be in a successful or complete bilingual course you think ?

2.In your point of view , what performance or actions should a bilingual teacher must do in the class ?

# data[].attributes.headline
Yang, Po-An (Civics and Society teacher)

# data[].attributes.subject
Yang, Po-An (Civics and Society teacher)

# data[].attributes.body
Disciplinary Literacy 學科領域素養 (並不侷限在英文或雙語): 不同學科特有的素養實踐和思維方式。每個學科都有其獨特的技能、語言使用方式和理解及創造知識的方法。

DLs in EMI (English-Medium Instruction) 學科素養在英語為媒介的教學中

專業語言 (Specialised Language)

文本類型 (Types of Texts)

活動 (Activities)

過程 (Processes)

評估 (Assessment)

這些要素涵蓋了不同學科在英語教學中的特定素養和實踐，幫助學生更好地理解和應用學科知識。

「設計式學習」的四個關鍵階段，引用了Cope和Kalantzis（2015; 2020; 2023）以及Kim等人（2023）的研究

1. 情境化實踐 (Situated Practice)：

體驗 (Experiencing)：學生透過實際參與和體驗來學習，了解具體情境中的操作和活動。

討論 (Discussion) 和 問題識別 (Problem identification)：學生通過討論和識別問題來深入理解學習內容。

2. 明示教學 (Overt Instruction)：

概念化 (Conceptualizing)：教師直接教導概念和理論，幫助學生建立理論框架。

視覺支架 (Visual scaffolding)：使用視覺工具來輔助教學，使抽象概念更容易理解。

3. 批判性框架 (Critical Framing)：

分析 (Analyzing)：學生對所學內容進行批判性分析，理解其背景和應用情境。

批判性使用數位資源 (Use digital resources critically)：學生學會如何批判性地使用數位資源。

參與內容 (Engage with content)：積極參與學習內容，進行深度學習。

4. 轉化實踐 (Transformed Practice)：

應用 (Applying)：學生將所學知識應用到新情境中，進行創新和實踐。

TBL/PBL (Task-Based Learning / Project-Based Learning)：通過任務或項目為基礎的學習方式，學生進行實際操作和應用。

# data[].attributes.headline
Addy (李御齊,All-out Defense Education teacher) 

# data[].attributes.subject
Addy (李御齊,All-out Defense Education teacher) 

# data[].attributes.headline
課程中實施學科素養的五個關鍵步驟：<

# data[].attributes.body
課程中實施學科素養的五個關鍵步驟：

1. 學科素養 (Disciplinary Literacy)：

涉及英語和中文兩種語言，以及學科內容（DC）。這一步驟強調在課程中融入雙語教學，讓學生同時掌握學科知識和語言能力。

2. 以學生為中心的學習 (PoM = learner-centered)：

強調包容性，確保所有學生都能參與並受益。這一步驟鼓勵教師根據學生的需求和興趣設計課程，增強學生的參與感和學習動機。

3. 創意調整 (Adapt creatively instead of creating from scratch)：

鼓勵教師創造性地調整現有資源，而不是從頭開始創建新內容。這樣可以節省時間和精力，同時保持教學的創新性和靈活性。

4. 跨領域合作 (Horizontal coordination)：

強調不同學科或不同教師之間的協作。這一步驟旨在促進跨學科合作，增強教學資源的整合和利用。

5. 外部合作 (External collaboration)：

鼓勵與外部機構或專家的合作。這一步驟有助於引入外部資源和專業知識，提升課程的質量和廣度。

6. 分享 (Share!)：

強調資源和經驗的共享。這一步驟鼓勵教師之間的互相學習和支持，共同提高教學效果。

這些步驟為課程設計提供了一個綜合性的方法，促進了學科素養的有效實施和學生的全面發展。

# data[].attributes.body
Thank you Prof. Inma for your valuable sharing. You provided a lot of valuable advice and shared many practical examples so that I can know how to apply it in the teaching field.

# data[].attributes.body
Thank you Professor Inma for today's lecture. The TDC filling part left a deep impression on me as it compared the teaching differences between Chinese and English, prompting me to reflect on which aspects I may have overlooked or not paid attention to, and consider how I can make adjustments in my teaching approach.