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This paper focuses on codeswitching (CS) as a strategy employed by teachers in their EFL (English as a foreign language) classrooms in two commercial bushibans or cram schools in Taipei, Taiwan. More specifically, we are concerned with the perceived functions of CS in the EFL classroom context and the extent to which these constitute sources of conflict and tension. CS can be evaluated both positively and negatively. Policy makers, at both the national and school level, tend to view CS as undesirable within the language learning classroom, favouring an 'English-only' rule. However, the prevalence of CS among experienced teachers seems to suggest that it has some positive function in the educational process. Functional and temporal analysis of transcribed classroom interactions reveals the strategic ways in which the teachers use CS to shape and guide their classes. We conclude that 'English-only' is a lazy rule in that it means that we do not have to think about when and where CS is valid and useful and where and when it is pedagogically invalid and less than useful. [ABSTRACT FROM AUTHOR]

The concept of 'English only' as the best teaching-learning method in English as a foreign language classrooms has been promoted in Taiwan over the last decade. During that time, the concept has been queried and debated. Teachers and learners have come to realise that for beginners and slow language learners, the use of codeswitching in the classroom is both inevitable and necessary. This study examines the use of codeswitching in two freshman English classrooms in a university in southern Taiwan. The two primary aims of this study are: to explore the nature of classroom talk, focussing specifically on how teachers and learners use more than one language to talk around monolingual textbooks and thereby successfully accomplish lessons; and secondly to investigate the conflict and accommodation in the use of languages between teachers and learners in English classrooms. This microethnographic study utilised in-class observations, together with field notes and audio recordings. Additionally, three sets of group interviews were conducted at the end of the semester. The study has found that in order to arouse students' interest in learning English, teachers often choose to switch between English and Mandarin in classrooms. Even though many participants have expressed the view that using English only is the ideal teaching and learning method, the teachers commonly choose to switch codes to unlock the meanings from the monolingual English textbooks, for classroom management and to promote harmony in the classrooms. Students, too, were allowed to use Mandarin and Taiwanese in the classrooms. [ABSTRACT FROM AUTHOR]

Background: The English language has been recognised as an international language, enabling the globalisation of education and work opportunities. An institute in Taiwan has committed to strengthening English teaching by implementing a student-centred teaching and learning activity using role play. In addition, the involvement of a visiting teacher from Australia has been established. Method: Data collection consisted of a questionnaire that collected qualitative and quantitative data that revealed student perceptions and attitudes towards learning English including nursing terminology, teamwork and communication. Results: Fifty five of sixty students participating in the activity completed the questionnaire. Students regarded this as a positive experience for learning English, collegiality and teamwork. Conclusion: This project revealed that students who are not generally exposed to English-speaking people enjoyed this experience. They gained confidence in their ability to learn English in a collegial atmosphere where teamwork and supportive relationships were developed, despite the perception that learning English was difficult. [ABSTRACT FROM AUTHOR]

Elder respect in East Asia has a long history that could be derived from Confucian philosophy. However, with the rapid development of westernization, younger people have gradually depreciated the value of elder respect and seek a reciprocal relationship with the elderly. A literature search revealed that age stereotypes would be both negative and positive. This study employs the qualitative approach, mainly through interviews, to collect college students' attitudes towards older primary teachers. The research findings illustrate three characteristics: (a) the value of elder respect from college students seems to have gradually declined, particularly under the impact of westernization and industrialization, although some students did still believe in elder respect influenced by Confucian philosophy; (b) some students' negative stereotypes of older primary teachers include that older primary teachers are resistant to change, unwilling to accept new ideas, and less motivated to learn; (c) some students' positive stereotypes towards older primary teachers are that they are experienced in teaching and classroom management and role models for younger teachers. This study raises several issues and questions that may contribute to further research. In addition, the study proposes some implications for educational authorities. [ABSTRACT FROM AUTHOR]

Although the use of computer technology in classrooms is an innovative approach to teaching, teachers with creativity might not use technology as intensively as they use other creative strategies in the classroom. Eight teachers who won an award for creative teaching were interviewed in order to identify the factors affecting their use of technology in creative teaching. Teachers’ perceptions about technology use were studied. Two major issues were explored. First, we studied how teachers integrated technology into creative teaching; we then identified the factors that influenced teachers’ use of technology in teaching. The identified factors were classified into four categories: environmental, personal, social and curricular issues. [ABSTRACT FROM AUTHOR]

Analyzes the interplay of a Taiwanese biology teacher's beliefs, practices and classroom interaction with either male or female students. Beliefs that most affect a teacher's pedagogical approach and interactions with either male or female students; Factors that affect gender-based student-teacher interactions.

Analyzes classroom teaching in Taiwan from the sociological foundation of teacher-student relationship. Analysis of the classroom group as a social system; Possibility of establishing the sociology of teaching.