Bilingual General Education Experience in CU: Why and How YANG Jie, Jasmine The Chinese University of Hong Kong
This presentation is about 1. Why do we set up the bilingual mechanism? 2. How do we implement the bilingual mechanism? 3. Challenges involved 4. Feedback from the students and teachers
1. Why do we set up the bilingual mechanism? 1) Course/Textbook General Education Foundation (GEF) programme texts originally written in (or translated into) English or Chinese In Dialogue with Humanity In Dialogue with Nature 3
Dunham: The Mathematical Universe (1947 ) (1031-1095) Sivin: Why the Scientific Revolution Did Not Take Place in China or Didn t It? (1931 ) Needham: The Shorter Science and Civilization in China (1900-1995) Course Design of UGFN1000 Part III: Reflection on Our Understanding Part I: Physical Universe Plato: Republic (~423 347 BCE) Lindberg: The Beginnings of Western Science (Aristotle s philosophy) (1935-2015) Newton: The Principia (1642 1727) Kandel: In Search of Memory (1929 ) Poincaré: Science and Method (1854-1912 Part II: World of Life Cohen: The Birth of a New Physics (1914 2003) Darwin: On the Origin of Species (1809-1882) Carson: Silent Spring (1907-1964) 4 Watson: DNA: The Secret of Life (1928 )
Course Design of UGFH1000
1. Why do we set up the bilingual mechanism? 2) Course/Assessment discussions & presentations deeply involved Assessment Scheme of UGFN1000 Term Paper 35% Reflective Journal 15% Reading/Quiz 24% in-class Discussion 20% online Discussion 6%
1. Why do we set up the bilingual mechanism? 3) Student compulsory courses for all the 4-yr degree curriculum students start from the second semester of their first year of study
Student Enrolment in CUHK* By Mode of Study By Nationalty Full-time Parttimlocal Subtotal Local Non- Subtotal Undergraduate Degree 8,704 0 8,704 7,766 938 8,704 (3-yr Curriculum) Degree 7,197 0 7,197 6,332 865 7,197 (4-yr Curriculum) 15,001 0 15,001 14,098 1,803 15,001 postgraduate Pg Diploma 232 701 933 929 4 933 Taught 122 0 122 109 13 122 Master Research 524 15 539 317 222 539 Master Research 1,678 90 1,768 391 1,377 1,768 Doctoral Subtotal 2,556 806 3,362 1,746 1,616 3,362 Total 19,263 19,263 865 6332 Local Non-local *Figures as at 31 December 2013 http://www.iso.cuhk.edu.hk/ebook/index.html#lang=en&page=18&ui=zh-tw&issue_id=1470
2. How did we implement the bilingual mechanism? Curriculum implementation design C P E Lecture Cantonese Putonghua English Tutorial Cantonese Putonghua English Textbook English & Chinese ( including Traditional Chinese) English & Chinese ( including Traditional Chinese) English & Chinese* ( including Traditional Chinese) Reading English & Chinese English & Chinese English Material PowerPoint English & Chinese English & Chinese English writing English/Chinese English/Chinese English * Teacher will provide additional English translations for the Chinese chapter
Tutorial group numbers of different Language of UGFN/UGFH UGFN UGFH C P E C P E 2012/13 T2 60 6 9 59 7 9 2012/13 TS 2 1 1 3 1 1 2013/14 T1 62 8 8 58 7 6 2013/14 T2 62 8 8 58 8 8 2013/14 TS 4 1 1 4 1 1 2014/15 T1 62 9 8 58 8 9 2014/15 T2 60 8 8 64 8 8 2014/15 TS 5 1 2 6 1 1 Subtotal 317 42 45 310 41 43 Total 404 394 UGFN English UGFN 11% Putonghua 10% Tutorial groups of UGFN1000 from 2012/13 to 2014/15 UGFH English 9% UGFH Putonghua 9% Tutorial groups of UGFH from 2012/13 to 2014/15 UGFN Cantonese 79% UGFH Cantonese 82%
Student numbers of different language of UGFN/UGFH UGFN UGFH C P E C P E 2012/13 T2 1461 135 183 1470 154 194 2012/13 TS 51 25 25 75 24 23 2013/14 T1 1440 194 117 1414 134 132 2013/14 T2 1413 135 181 1448 186 150 2013/14 TS 100 25 25 89 25 14 2014/15 T1 1535 172 185 1424 191 144 2014/15 T2 1400 159 170 1451 130 114 2014/15 TS 124 20 44 129 26 25 Subtotal 7524 865 930 7500 870 796 Total 9319 9166 UGFN English 10% UGFN Putonghua 9% Student numbers of UGFN1000 from 2012/13 to 2014/15 UGFH English 9% UGFH Putonghua 9% Student numbers of UGFH1000 from 2012/13 to 2014/15 UGFN Cantonese 81% UGFH Cantonese 82%
1) Manpower 3. Challenges involved
UGFN teachers involved in different languages UGFN** Cantonese Putonghua English 1 Dr. WONG Wing Hung 2 Dr. PANG Kam Moon 3 Dr. CHEUNG Hang Cheong Derek 4 Dr. COLANERO Klaus John Charles* 5 Dr. HO Wan Heng Sandy 6 Dr. KIANG Kai Ming 7 Dr. LAI Chi Wai Kevin 8 Dr. LAM To Kam Cherry 9 Dr.LI Ming Kenneth 10 Dr. NG Ka Leung Andy 11 Dr. SZETO Wai Man 12 Dr. WU Jun Vivian 13 Dr. YANG Jie Jasmine 14 Dr. YIP Lo Ming Amber * Italian **64.3% teachers involved in at least 2 different languages (full-time teacher only)
UGFF teachers involved in different languages UGFH* Cantonese Putonghua English 1 Prof. LEUNG Mei Yee 2 Dr. CHIU Chu Lee Julie 3 Dr. CHENG Wai Pang Damian 4 Dr. FONG Sing Ha 5 Dr. GAO Xin 6 Dr. HO Wai Ming 7 Dr. IP Ka Wai Kevin 8 Dr. KWOK Pak Nin Samson 9 Dr. LAU Po Hei 10 Dr. LEUNG Cheuk Hang 11 Dr. LI Chun Hong 12 Dr. WONG Bon Wah Baldwin 13 Dr. YEUNG Yang 14 Dr. YU Chi Chung Andy * 42.8% teachers involved in at least 2 different languages (full time teacher only)
2) Timetable planning 3. Challenges involved
3. Challenges involved A sample timetable of UGFN-P 2014/15 T2 UGFN1000-putonghua
3. Challenges involved 3) Language itself 4) Teaching strategies Question 1 Please give a example to illustrate what a environmentalunfriendly activity is.
Answers from Cantonese students Eating hot-pot in the hot summer with Air conditioner turned on.
5) Minority students 3. Challenges involved
4. Feedback from the students and teachers Results of Course and Teaching Evaluation (CTE) The advantages of this course Taught in Putonghua The advantages of this course Taught in Putonghua Resource: Course: UGFN1000 HT05 In Dialogue with Nature Teacher: DR YANG Jie 2012-13 Term 2 (OGE)
4. Feedback from the students and teachers Results of Course and Teaching Evaluation (CTE)