大學英語授課觀課建制民族誌

An Institutional Ethnography of EMI Classroom Observation Practices at Colleges

大專校院學生雙語化學習計畫要求學院安排至少 10%英語授課（English as a Medium of Instruction, EMI）課程觀課。各院觀課方式多元，但觀課與教師專業發展關聯研究仍少。本研究依據建制民族誌工作與文本中介兩個核心概念，訪談計畫兩個重點培育學院EMI專責單位主任、行政人員與經驗觀課教師共11位，比對文本與觀察筆記。探究組織觀課方式、觀課工作與教學關聯。研究發現：一、專責單位主要透過人情、計畫資源、請託和協商教師開設EMI課程，然難以請託教師接受觀課，故透過修改獎勵政策確保教師配合；二、為了減少反感，單位選擇助教進行觀課，並簡化流程，規準回收紀錄；三、然而，依循教育部文本的助教觀課難提供教師語言使用比例以外的回饋，且專責單位不主動提供回饋，教師感受觀課對教學支持有限。雖然一學院達成EMI課程全面觀課的目標，但觀課與教師專業發展之間的關聯低。提供教師、計畫執行者和政策制定者參考。

The Program on Bilingual Education for Students in College (the BEST program) requires key cultivation colleges to arrange for classroom observation in at least 10% of their English as a Medium of Instruction (EMI) courses. Observation approaches vary across institutions, but there is limited research on the relationship between these observations and teacher professional development. This study, grounded in the concepts of Institutional Ethnography and textual mediation, involved interviews with 11 participants, including directors, administrators, and experienced observers from EMI designated offices in two key cultivation colleges in the BEST program. Additionally, relevant documents and observation notes were analyzed. The study explores how observations are organized, the correlation between observation practices and teaching effectiveness. Key findings include: 1. the EMI-designated offices primarily relied on personal connections, program resources, requests, and negotiations to encourage instructors to offer EMI courses. However, it is challenging to persuade instructors to allow observations, leading to EMI-designated offices to adjust incentive policies to ensure compliance. 2. To minimize resistance, EMI offices assigned teaching assistants to conduct observations and streamlined procedures for collecting and submitting records. 3. Due to reliance on Ministry of Education guidelines, assistant-led observations generally provided limited feedback beyond tracking the language usage ratio, and the EMI offices seldom provided proactive feedback, leaving instructors feeling that observations offer minimal teaching support. Although one college achieved the goal of comprehensive EMI course observation, the correlation between observation and teacher professional development remains weak. Recommendations are provided for instructors, program implementers, and policy makers.