中國科技大學通識教育中心英語文證照奬勵金實施要點 中華民國 105 年 1 月 8 日通識教育委員會議通過 一、 中國科技大學(以下簡稱本校)為鼓勵本校學生通過具公信力機構之英語文能力測驗或 取得證照,特訂定「中國科技大學通識教育中心英語文證照獎勵金實施要點」(以下簡 稱本要點)。 二、 學生於就讀本校期間,通過歐盟共同架構(CEFR)語言能力參考指標 B1(中級)同等級英 語文能力測驗以上(含)者,得依據本要點酌予獎勵。檢測項目請參閱本中心「歐洲語言 學習、教學、評量共同參考架構與各英語檢測分級對照表」(參見附表);未列於標準 對照表之測驗項目不給予獎助。 三、 凡本校學生,除應英系外,均得申請。大學部學生通過同等級以申請一次為限,在學期 間得重複申請,但該次申請之級別不得低於前次。 本獎勵金每學期核發乙次,每次核發全校前 10 名,各名次核發金額如附表。 四、 申請人應提供在學期間,申請當(學)期參加考試之證明文件及成績證明或證照,以憑辦 理。 五、 獎勵金申請作業:請至通識教育中心網頁下載「英語文證照獎勵金申請表」(附件 1), 填妥後檢附成績單正本及影本(背面簽名並註明與正本無異)各一份、本人金融帳戶存 簿(郵局或土地銀行)封面影本送至通識教育中心。 通識教育中心得每學期遴選受獎代表,擇期公開頒奬,並辦理後續請款作業。 六、 奬勵金申請期限:通過相關證照考試半年內應提出申請,逾期視同放棄。 七、 本要點之獎勵金由學校開設通識教育中心專戶,一切收支專款專用;每年度如有剩餘 款,則移至翌年度繼續使用。 八、 本要點經通識教育中心會議審查通過,陳請校長核定後公告實施,修訂時亦同。

文化と言語の多様性の中のCommon European Framework of Reference for Languages: Learning, teaching, assessment (CEFR)--それは基準か? (第10回明海大学大学院応用言語学研究科セミナー 講演)

This article looks at the characteristics of Content-Based Instruction (CBI) and Content land Language Integrated Learning (CLIL) in order to examine their similarities and differences. The analysis shows that CBI/CLIL programmes share the same essential properties and are not pedagogically different from each other. In fact, the use of an L2 as the medium of instruction, the language, societal and educational aims and the typical type of child are the same in CBI and CLIL programmes. The use of both CBI and CLIL refers to programmes where academic content is taught through a second or additional language and the preference for one term over the other is associated with contextual and accidental characteristics. In this article, there are examples from Basque education where academic content is often taught through the medium of Basque and English to students with Spanish as a first language. The examples show that even if there are more subjects taught through the medium of Basque than through the medium...

Content-Based Instruction and Content and Language Integrated Learning: The Same or Different?.

The Routledge Handbook of Teaching English to Young Learners celebrates the ‘coming of age’ for the field of research in primary-level English Language Teaching. With 32 chapters written by international scholars from a wide geographical area including East Africa, Mexico, the South Pacific, Japan, France, the USA and the UK, this volume draws on areas such as second language acquisition, discourse analysis, pedagogy and technology to provide: An overview of the current state of the field, identifying key areas of TEYL. Chapters on a broad range of subjects from methodology to teaching in difficult circumstances and from Content and Language Integrated Learning (CLIL) to gaming. Suggestions of ways forward, with the aim of shaping the future research agenda of TEYL in multiple international contexts. Background research and practical advice for students, teachers and researchers. With extensive guidance on further reading throughout, The Routledge Handbook of Teaching English to Young Learners is essential reading for those studying and researching in this area.

The Routledge Handbook of Teaching English to Young Learners

Research on content and language integrated learning (CLIL) has expanded substantially in the last 10 years. While research interests have predominantly focused on language learning outcomes and the comparison between CLIL and English as a foreign language (EFL) students’ competence in the foreign language, recent studies have called for the need to focus on how language and content are best learnt in integration. In order to understand integration in its full scope, there are two main variables that need to be carefully investigated: the functions of language in different subjects (subject literacies and genres) and the way language and content interact in a variety of classroom interactional activities. This article presents a model for the understanding of integration in CLIL drawing on the combination of systemic-functional linguistic (SFL) and classroom interactional approaches to language and meaning construction. As shown in previous studies, CLIL teachers and learners need to be aware of the chara...

Integration in CLIL: a proposal to inform research and successful pedagogy

In Content and Language Integrated Learning (CLIL) programmes, students learn content knowledge and a second/foreign language (L2) simultaneously. It follows that both content and language are asse...

Assessments in CLIL: the interplay between cognitive and linguistic demands and their progression in secondary education

This article explores ways in which learners' achievements can be assessed and reflected in both the domains of linguistic performance and subject-content learning. The content and language integrated learning (CLIL) approach adopted by the authors is one in which language learning and content learning are truly integrated and where neither dominates the other. Due to the dual focus on language and content, CLIL assessment needs to account for the goals and objectives of two different subjects, including knowledge, competences, skills, attitudes and discourse practices, for both language and content. The CLILA project (CLIL Learner Assessment) has developed an enquiry and assessment tool to measure primary school pupils' content and foreign language ability in CLIL lessons. The tool is based on: (1) the Common European Framework of Reference and the lingualevel model; (2) the description of competences in the subject content areas; and (3) the curricula of the subjects involved with their thematic categor...

Assessment instruments for primary CLIL: the conceptualisation and evaluation of test tasks

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Assessment instruments for primary CLIL: the conceptualisation and evaluation of test tasks