Jane Chien
National Taipei University of Education
About
Dr. Jane Chien is an assistant professor in the Department of Children’s English Education at the National Taipei University of Education. During the past 16 years, she has been engaged in pre-service EFL elementary school teacher training and in providing professional development to in-service teachers. As the Director of the Center for Research on Bilingual Education at NTUE, She has dedicated her work to promoting bilingual education through CLIL, supervising several elementary schools’ bilingual programs in the northern part of Taiwan. Her most valuable experience actively participating in the international TESOL community has been from serving on the TESOL’s CALL-IS Electronic Village Online coordination team since 2018 and as TESOL International Association Computer-Assisted Langauge Learning Interest Section Chair-Elect 2021-2022.Sessions
Paper Presentation On Improving Student Teachers’ Bilingual Science Teaching Performance and Self-efficacy: An Action Research more
Sat, Dec 4, 15:00-15:30 Asia/Taipei
In the 2020 academic year, ten senior students from a pre-service bilingual education program participated in a one-year elementary school teaching practicum at W elementary school with a focus on teaching science bilingually in both Mandarin Chinese and English. This study aims to explore student teachers’ changes in their performance and self-efficacy of teaching science bilingually. The practicum class met four hours a week, during which the students received full support and supervision from the case university, researchers, and W elementary. The student teachers’ instructions were evaluated by a Science education expert and a CLIL expert twice, once in November 2020 as pre-teaching performance, and the other during their full-time teaching at W elementary for three weeks in March 2021 as post-performance. Students’ teaching strength and weakness were analyzed after the pre-test. Most students applied the confirmation inquiry model (not the open-ended inquiry model as recommended in science education), used instructional language that was too difficult for children, showed poor class time management. A three-week remedial coaching program was conducted accordingly with intensive professional consulting among researchers and students during the winter break of 2021. The instrument used to evaluate bilingual sciences teaching performance was the Bilingual Curriculum Design and Teaching checklist (Tyan, Chien & Tsou, under review). The results of independent t-tests showed statistically significant improvement from pre- to post-test scores in terms of bilingual science teaching performance (t=2.26, p<.05) and bilingual science teaching self-efficacy (t=2.26, p<.001). Students’ changes were elicited from their final reflection. In terms of teaching performance, students focused more on their teaching during the pre-test. They developed various strategies to support children’s learning during the three-week full-time teaching practicum. In terms of learning assessment, students focused only on teaching during the pre-test and lacked the sense of assessment. During the three-week practicum, students had developed a variety of assessment methods. I used worksheets and oral assessments to confirm children’s understanding. In terms of classroom management, during the three-week period, students had developed humane, rigorous, and diverse methods.
Closing Remarks more
Sun, Dec 5, 16:30-16:50 Asia/Taipei
Moderator: Dr. Jane Chien, Director, Center for Research on Bilingual Education, National Taipei University of Education
Pre-Conference Q&A Session more
Fri, Dec 3, 12:00-20:00 Asia/Taipei
Open to Presenters, Attendees, and Hosts. If you have any questions about the conference this weekend please drop in for a chat.
Conference Lounge more
Sat, Dec 4, 13:00-18:30 Asia/Taipei
A space for continuing conversations from presentations or just socializing.
Bilingual Centers Vocabulary Demand for Science Curriculum more
Sat, Dec 4, 15:30-16:00 Asia/Taipei
This study is a lexical analysis of spoken discourse supporting vocabulary development for English as a foreign language students who are learning science in English. The study analyzed bilingual science lesson from grade 4-6 grade, a lesson from each grade level. The AntWordProfiler was used to analyze the transcripts of the lessons. AntWordProfiler is a “freeware tool for profiling the vocabulary level and complexity of text” (Anthony, 2014, n,p.) that lists the words that occur in a text according to their frequency. Naiton’s (2006) BNC word family list of fourteen 1,000 word lists were used with AntWordProfiler software to show the percentage lexical coverage of the 14 groups of 1,000 words at which the words in the science lessons occurred. The study shows that L2 learners need to know 4000-5000 word families to understand 95% of the words in science lessons.