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Features & Uniqueness of the Department
This Department of Foreign Languages & Cultures of ours is the only department in Taiwan which integrates contemporary cultural studies into English teaching. The teaching of English in our department aims not only to train and educate students in acquiring the integrated skills in reading, writing, listening, speaking and translation, but also to enable them to comprehend the intricate cultural subtleties embedded in this particular language through the application of various linguistic pedagogies. To meet the current globalization trend(s), transnational development of enterprises and the very needs of present society, our department will never shrink its responsibility to upgrade our students’ overall communicative and applicational skills in handling academic and professional English. This objective can also be coupled by persuading our students to minor in a variety of cultural courses to let them understand cultural differences. Once the two-tiered target is attained, our students will then be at ease with their communicative skill on an inter- national level. In other words, they will be able to achieve the goal of making positive exchanges in an international workplace and cultural differences.
The objective of our department primarily focuses on educating and training students to globalize their views and to develop their ability to participate in international affairs. As such is the case, our curriculum necessitates that our pedagogy be put to such a terrain where it can at once organically combine cultural contents so as to consolidate our students’ basic English skills and upgrade their communicative and applicational skills. On the other hand, students will be trained to such an extent where they can harbor a multi-cultural view to ponder on the close relationship between society and culture. Meanwhile, they will be expected to use fluent English to participate in interdisciplinary scientific and cultural communication and dialogue to express their own views and thoughts on a variety of disparate cultures. And eventually, they will be able to integrate local undertakings from a global perspective.
What distinguishes our department lies in our effort/intent to use an already broadened global vision to penetrate into other cultures. Any joint effort along linguistic and cultural exchange should be executed from the perspective of creating mutual learning. The focus is to jointly educate and inculcate in students the so-called humanities “food” accompanied by its multiculturalism and its transcendentalism. Through analysis, students will then be able to understand the value and relationships between individuals, society and cultures.
Prospects of our Department
1. We would like to develop English teaching materials whose prime purpose lies in integrating cultural elements to meet university students’ needs for their life-planning after graduation, and also to meet local work market’s demands for talents good at handling professional English by the command of which will naturally raise their chances in competition for jobs.
2. From an international perspective, we would like to strengthen academia-research cooperation and students’ exchange under the rubrics/guidelines of this “languageàculture” model should count most.
3. To strengthen academia-business cooperation within the cultural arena to provide students with the opportunity to practice workplace foreign languages and to absorb hands-on experience.
4. Promoting “language-cultural” curriculum which is more “multicultural” and “integrative” and with an equal emphasis upon scholarship and practicality in order to consolidate and equip students’ with a solid academic foundation to meet the demands of job market and advanced studies.
Degree course planning in our department is based on a humanistic approach whose purpose is aimed at upgrading students’ language proficiency and academic ability so that they can easily to find a good job in the fields of either politics, economics, media, education or other culturally-related fields. The jobs in question in the international arena will clearly require not only a very high level of communicative skills in English but also excellent immersion in disparate cultures and a keen sensitivity to facilitate them in managing a diversity of intricate problems/ issues involved on the local, national and transnational cross-cultural levels.
The courses consist of two parts: foreign languages and cultural studies.
The planning of our courses and use of pedagogies is closely linked to our students’ current language proficiency and demand(s) of the society, and this particular objective is closely tied to our Government policy to upgrade our citizenry’s English as a whole. Meanwhile, it is also closely tied to our government’s effort to promote research/scholarship and to boost economic development and globalization, and also to meet the trend of knowledge economics. The courses consist of three parts: Freshman English, professional English (ESP) and other foreign languages and language research.
The teaching of foreign languages in our department places particular emphasis upon the adroit use of pedagogies to enhance our students’ basic English abilities, to train their professional English skills, and to build up their communicative capabilities with a profound immersion in cultures.
Cultural Studies is a trendy field in the modern world. Through the study of cultures, students will be able to apprehend current society, politics and cultures, and they will likewise be able to detect how culture(s) pass on disparate concepts to people. Cultural Studies courses can provide students with totally band-new vintage standpoints to understand local and global cultures in this contemporary society of ours. In addition, students will acquire the high caliber to engage themselves in a variety of research and enterprise related to cultures.
The Objectives/Purposes of Our Courses
1. The purpose/objectives of the courses will facilitate our students to more efficiently engage themselves in current cultural studies, be trained to be more acute in surveying and critiquing different cultures and their related agendas and values.
2. By means of structuring trans-cultural studies curriculums, it is expected that we faculty and students will be able to incorporate the very much diversified research methodologies of cultural studies so much so that we could eventually acquire the very much envisioned capability to interpret, analyze, critique and structure cultures.
3. Through structuring a dynamic disciplinary curriculum, it is expected that we will be able to apprehend the very complicated topics/subjects particular only to contemporary individuals, society and history. Once this objective is achieved, we could be able to consolidate/integrate numerous multi-layered and entangling standpoints to analyze and critique cultural objects and texts to our advantage.
4. By means of reading those society-transforming world classics, students will be trained to understand numerous current public opinions and information more deeply/critically. Moreover, they will be educated to own the ability to independently judge contemporary world cultural practices and social institutionalization. Furthermore, by comparing and contrasting cultural imagining, institutions, and political campaigning in the modern world, they will be educated to analyze local cultural samples more critically/deeply.
5. To launch a critical standpoint on cultural practices and the modes of social and historical identity against a specific metropolitan region (say Taipei), we can then upgrade our case study of a metropolis/region to the high terrain of playing an active role in international cultural studies interchange.