Pei-Chun Che, Ph.D. Associate Professor Foreign Language Center National Chengchi University

 EMI=concentration camp? Or Energy Maximum Input

  Four backgrounds  Four courses  Findings Outline

  Three-year Australian teaching experience, self- motivated, school and department policy  Two-year Singapore teaching experience, self- motivated, school and department policy  Self motivated, offer students a chance to do both English and music, school and department policy  A few years Mandarin teaching experience, school and department policy, find one’s niche Four backgrounds

 Japanese culture course “I spend an average of 10 to 12 hours for every two-hour class.”  Short and intensive T-S interaction in various forms  Candy, cookies as rewards  PPT, video, pop quizzes  Blend in history, current situations and other cultural aspects with the issue “Bento” Four courses

 Chinese literature course “I cannot say NO because this is not only the school policy, but also I got my Ph.D. in an English speaking country. Besides, I had said NO to two dept. heads a few times!”  Google in the classroom  Use Taiwanese and Chinese to teach English pronunciation  Use both English and Chinese in class with the former 80% or so  Comprehension check via Q&A and brief discussion Four courses

 Art critique course “To me, EMI teachers teach the way a chairperson chair a meeting.”  Self training using ways to conduct meetings  Find the connection between the content and students  Pictures speak louder than words  Short presentation by students with frequent Q&A discussion in between  Repeated viewing short films Four courses

 Piano playing course “I don’t want to lose my English proficiency, so I took the initiative to offer this course. I want my students to be good in playing piano and using English.”  Short and easy sentences  Frequent pause checking understanding  Two course surveys to modify/revise the second half of the semester  Lecture in English, answer questions in Chinese  Different requirements for different level students Four courses

  Motivation  Life-long learning  Peer group support  Prior training  Incentives  Think from students’ perspectives NATIONAL POLICY SCHOOL POLICY DEPARTMENT POLICY Findings