【所史專欄】ICLP的焠鍊與茁壯(一)

“ICLP History” - The Refinement and Prosperity of ICLP

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陳立元
Chen Li-Yuan / ICLP教務主任


翻譯/翻譯碩士學位學程 李小慧

Translator: Jonathan Siu Wai Lee Jr., Graduate Program in Translation and Interpretation


   在慶祝IUP創所55週年與ICLP營運20週年學思論壇與史料展的前夕,正逢秋高氣爽時節,思緒格外靈動。回顧起ICLP這20年來充滿血淚與挑戰的歲月,不禁由衷感謝創立IUP的所長、董事會秘書長、教務主任等所立下的豐厚基業;也衷心感謝這20年來奮力維護ICLP,並秉承IUP自由學風與精緻高效教學模式的臺大歷任所長、文學院院長、校長;同時也非常感謝海外無數以行動默默支持、鼓勵的校友與IUP時代赴海外教學的老師們,在此也要特別感謝當年一起留下來打拼到現今的同事們,以及20年來陸續加入ICLP的同事們。因著上述的條件,使我們得以焠鍊提升,與時俱進。這20年來我們在IUP的基業上做了哪些創新與貢獻呢?以下先從軟體開始談起,再談硬體更新。


   With autumn now in full swing, the Historical Exhibition and Forum for the 55th Founding Anniversary of IUP and 20th Anniversary of ICLP is upon us. It is at this time many thoughts and memories have begun to flood my mind. Looking back at ICLP’s brutal and challenging 20-year history, I cannot help but wish to express my sincere gratitude towards the program’s first Director, the first Secretary-General of the IUP Board, and the first Director of the Office of Academic Affairs for founding IUP and laying a solid foundation for future work. I would also like to thank the successive program directors, presidents of the College of Liberal Arts, and NTU presidents who, for the past 20 years, have safeguarded the future of ICLP and carried on IUP’s free-spirited yet refined and effective method of instruction. Next, I would like to express thanks for our alumni abroad who have silently supported and encouraged ICLP through their actions, as well as the teachers from the IUP era who went abroad to teach. Lastly, I am extremely grateful for both my old colleagues who stayed in the program 20 years ago and have been working tirelessly ever since, and my new colleagues who have joined ICLP over those years. Only through the efforts of those mentioned above could we have forged ourselves into a program that has continue to improve and keep abreast of the times. In these 20 years, what innovations and contributions have we at ICLP made to the legacy left to us by IUP? We will begin by discussing ICLP's "software" (what helps it operate), and then look at its "hardware" (equipment and facilities).

 

一、軟體部份(Software)


  1. 活絡課程

   有效實踐了課上學習,課後學以致用的理想。ICLP的學生依然是以美國名校為主的歐美菁英,以2017-18學年度的學生而言,歐/美裔學生佔75%,非歐/美裔學生佔25%;男性學生佔57%,女性學生佔43%;研究生與專業人士佔86%;大學生佔14%,這樣的背景一如往昔。學生皆聰明好學,學習意願高昂,必須大量增加課後學以致用的機會。為促進學生與目標語人士及文化具體接觸的機會,實際靈活運用課上所學,ICLP規劃各項活絡且強化課程的隱性學習活動。

 

1.1隱性學習活動

1.1.1學生電子報

   學期初透過全所說明會鼓勵全體師生加入ICLP報社,教師每週定期舉行編採會議,利用國際時事作為課上練習新詞語的機會,引導學生進行課後的採訪與報導,也協助安排學生主動與景仰的學者專家預約專訪的時間。

1998年首度發行紙本版的《臺大華語》,2009年1月21日發行ICLP學生電子報創刊號,透過網路正式對全球學界發聲,由學生主編負責編輯,兩週一期,迄今持續發刊。報導形式文圖影音並茂,字體完全尊重學生個人意願,繁簡皆宜。ICLP電子報近十年來積累了無數各等級學生精彩的中文篇章,文筆與獨到的見解不但令人激賞,而且也是研究中文作為第二語言習得的重要語料庫,同時也是ICLP對外的櫥窗。


臺大華語封面照

電子報創刊號頭版

每週一的教師編採會議

學生主編正在編輯中

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學生主編正在編輯中

電子報定期結集成冊

  

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1.1 Supplementary Learning Activities

1.1.1 Student Newsletter

   At each new semester orientation, we encourage all teachers and students to join the ICLP newsletter team. Teachers hold weekly meetings during the semester for editing and compiling newsletter material. They also help students practice new vocabulary by centering classroom discussion on current events around the world, and guide them in conducting news interviews and reports after class. ICLP teachers also assist students in arranging times to interview the scholars and experts they most admire.

In 1998, ICLP released the first printed publication of the ICLP Bulletin, and on January 21 of 2009, the program began publishing the student electronic newsletter, which formally opened a dialog with the global academic community. The biweekly newsletter is headed by student editors and continues to release new issues to this day. Newsletter reports feature a variety of rich content from essays, pictures, audio, and videos, and are written in both simplified and traditional characters out of respect to the students’ preferences. Over the past near-decade, the ICLP newsletter has amassed a great number of fascinating Chinese essays written by students of all levels. With an admirable writing style and unique insights, these essays represent an important corpus for research in the acquisition of Chinese as a foreign language, and help promote ICLP’s image to the outside world.



The cover of ICLP Bulletin

The front page of the first ICLP newsletter

Newsletter meeting held every Monday

Student editors working on the newsletter

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Student editors working on the newsletter

A collection of ICLP newsletters made into a booklet

 

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1.1.2語言實踐週文化調查活動

   有鑑於全所師生長期終日埋首於課程學習,必須有消化應用與喘息的機會,此外各等級的學生每日所接觸的人,就是四位任課老師和另外三位合班課同學。個性活潑的學生能主動與本地人士結交朋友,但是個性內性的學生就局限於ICLP教室、宿舍,失去了與同屆同學成為好友的機會,更沒有機會接觸華人文化。全所學生所認識的老師也只有課上嚴格教學的一面,鮮有機會與教師下課後互動。

有鑑於使,ICLP規劃語言實踐週活動,在學期筆試的次週,將顯性的課堂教學活動轉變為戶外文化考察的隱性教學活動。全所教師分成十組,各組規劃不同的文化考察活動,例如:司法制度考察的法院組、傳統企業轉型案例參訪調查與鳳梨酥DIY組、原住民文化田野調查組、臺大農場生態保護組、中央研究院學術研究組、新聞媒體公視/央廣考察實作組、中文歌曲KTV大賽組、中國菜做菜大賽組、原住民田野調查組、臺灣山岳與生態考察組等。

為了吸引學生報名參加,各組老師派代表在全所說明會上精彩較勁,每位學生必須參加兩項活動,學生為了搶得最心儀的活動,在報名開放立刻上網登記,許多熱門活動名額瞬間就秒殺了。語言實踐週活動結束的次週會舉行分享會,由同學們分享參與活動的體驗與收穫,每位學生也必須撰寫一篇考察報告,佔學期總成績的5%。



1.1.2 Language Mission Week - Cultural Investigations

   ICLP noticed four phenomena which resulted in the creation of a language mission week. First, ICLP teachers and students tend to immerse themselves in their classes for a long period of time. Thus, the students needed a chance to take a break and digest what they learned so they could apply it in real situations. Second, the students’ daily interactions were limited to their four teachers and three classmates from each class. While outgoing students were proactive in making friends with the local people, introverted students found themselves confined to the ICLP classrooms and dorms, and lost the opportunity to befriend other classmates in their year. Next, ICLP students only knew the side of the teachers that was serious about teaching, and rarely interacted with them outside of class.

Lastly, and most importantly, by limiting themselves to the ICLP building and dorms, students missed out on connecting with Chinese culture. ICLP hence began scheduling a language mission week after the written midterm exams, replacing the regular classroom teaching activities for supplementary outdoor cultural investigation activities. For the mission week, ICLP teachers split into ten groups, and each group plans a different cultural investigation activity. Examples of the activities include: a tour of a Taiwanese courtroom to examine the judicial system, a hands-on investigation of corporate transformation of a pastry shop and making pineapple cakes, a field study of aboriginal culture, a field trip to protect NTU farm ecology, academic research at the Academia Sinica, a visit to Public Television Service’s PeoPo Post and Radio Taiwan International, a Chinese KTV singing competition, a Chinese food cooking contest, and an investigation of Taiwanese mountains and ecology.

In trying to convince students to sign up for their language mission, the teacher groups each send one representative to the activity information meeting to give the best presentation. Since every student must participate in two activities, the students will rush to sign up as soon as registration begins to make sure they get their desired activities. Many of the more popular activities fill up within seconds. In the week following the language mission week, the program organizes a get-together to give students a chance to share what happened and what they learned. Each student must also write a report worth 5% of their final grade.


Info Meeting

Activity

Sharing Session

Student Culture Observation Report

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Please refer to the following fascinating reports in the newsletter:

http://140.112.185.137/epaper/index.php?id=1161

http://140.112.185.137/epaper/index.php?id=1411

http://140.112.185.137/epaper/index.php?id=1952

http://140.112.185.137/epaper/index.php?id=1965

 

1.1.3期末成果發表

   ICLP的學生逐年增加,傳統期末口試由教務主任一人跟全所學生逐一進行的方式,勢必使得期末口試在學期中段就得展開,這違反了期末學習或教學成果驗收的原則。再者傳統期末口試只有教務主任一人可以全盤掌握全所學生進步的情形,而事實上師生們也都很想了解學生口說能力進步的情況,另外,學生的口說能力的進步可以藉由在眾人面前發表,而獲得肯定,有助於全所師生觀察與分享學生們的知識與成長,師生們可彼此相互鼓勵與學習。

因此,在梁前所長的支持下,開啟期末成果發表的創新做法。每位學生以當學期所學的詞語撰寫專題演講,以五分鐘的時限,在全所師生面前侃侃而談,並接受師生當場的提問。期末成果發表可以集中於結業日的前一天舉行,學生成果發表全程錄影,學生畢業時可以取得各學期個人發表的影音記錄。將傳統期末口試革新為全體期末成果發表後,激發生在眾人面前以中文演講的信心,對於學生將來在工作上的表現大有挹注。


照片:期末成果發表的照片與精彩的影音記錄連結。

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1.1.3 Final Oral Presentation

   Considering the final oral exam was carried out in a traditional format in which the Director of Academic Affairs tested each student one by one, the increasing number of students at ICLP each year suggest ICLP would have to begin administering the exam in the middle of the semester. Not only would an early final exam imply that students would lose the opportunity to demonstrate how much they have advanced, it would also be an inaccurate measurement of a full semester of growth. Moreover, with the old exam, only the Director of Academic Affairs had a full picture of each student’s improvement, yet all teachers and students are in fact curious to know how much a student’s oral proficiency has progressed. Furthermore, giving a speech in front of an audience could prove a more effective way to determine a student’s oral proficiency, as well as afford students the opportunity to receive acknowledgment from their teachers and peers. Helping students share their knowledge and growth for all to see, the speech is also a chance for everyone to show their support and learn from one another.

Thus, with the support of former Director Leung, ICLP came up with an innovative idea for the final presentation in which students use the vocabulary they learned that semester to write a speech on a topic of their choice. In their speeches limited to five minutes, students talk with great fervor in front of the whole program, and afterwards answer questions on the spot from the audience. Most of the final presentations take place the day before the graduation ceremony. ICLP records the presentations from start to end, and students can obtain each semester’s final presentation video file upon graduation. Since changing the format of the final oral exam into a program-wide presentation, students have gained the confidence to give a speech in Chinese in front of a large audience, giving them a boost in their future jobs.


In the photos: final presentations, with links to video recordings

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1.1.4跨國文化日活動

   IUP是美國長春藤盟校在海外首創,以學習目標語來從事學術研究的機構,ICLP承繼此一基業,因此,85%的學生來自美國,其次是來自歐洲的學生,再其次是來自亞洲的學生。為了使同屆的學生們能於在學期間,多做跨國文化上的交流,學校主動邀請人數相對少的歐洲或亞洲學生,提供採購具有文化代表性的食物或物品的經費,請學生使用中文,再配上具有聲光效果的PPT,跟全體師生介紹各國文化。至今已舉行過挪威、英國、法國、西班牙、巴西、智利、澳洲、紐西蘭、以色列、泰國、印尼、日本、韓國等文化日,主辦學生都卯足了勁,表現極為精彩,令人印象深刻,記憶猶新。文化日是全所師生最為和樂融融的快樂時光之一,更是師生也得以進行多國文化異同比較與研究的大好機會。


紐西蘭文化日

挪威文化日

智利文化日

以色列文化日

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1.1.4 World Culture Days

   IUP is the first overseas institute established by an Ivy League school which focuses on studying the target language to engage in academic research. ICLP has carried on this legacy, with 85% of the students coming from the United States, the second most coming from Europe, and the rest coming from Asia. To get fellow students to engage in cross-cultural exchange during the semester, the program has been active in asking European and Asian students (who are in the minority) to introduce their culture in Chinese to everyone at ICLP using a PowerPoint presentation with animated slides. ICLP provides the volunteers with funds to buy food or objects representative of their culture. The program has held culture days for countries such as Norway, England, France, Spain, Brazil, Chile, Australia, New Zealand, Israel, Thailand, Indonesia, Japan, and South Korea. Students in charge of the culture days put in their best effort and give brilliant, impressive, and memorable performances. Culture days are among the favorite of the teachers and students, while more importantly being a great occasion for everyone to study the similarities and differences between countries.


New Zealand culture day

Norway culture day

Chile culture day

Israel culture day

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1.1.5語伴活動

   學生在臺學期間若能結交本地友人,進而成為終生朋友,這對跨文化的交流有著莫大的貢獻。臺大學生相當優秀,若有機會交結ICLP的國際菁英,有助於培養國際視野,進而走上國際舞臺。學校每學期定期在週五下午舉行ICLP學生與臺大學生認識的語伴活動,通過活動設計分組進行語言的練習與交流,有效促成雙方結識而成為好朋友的機會。


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1.1.5 Language Partners

   It greatly promotes cross-cultural exchange if ICLP students can create ties and become lifetimes friends with the local people while studying in Taiwan. When the exceptional students of NTU have the chance to befriend the international students at ICLP, it helps broaden their international perspective so they can take up a role on the world stage. The program holds language exchange partner activities every Friday afternoon during the semester to get students from ICLP and NTU acquainted with one another. The groups split up and engage in language practice and exchange. The exchange has proven effective in furthering mutual understanding and has aided in developing strong friendships.


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1.1.6臺大學生社團活動說明會

   臺大有上百個學生社會與活動,為了使每屆ICLP新生能知道有哪些學生社團活可參加,有助融入本地生活,於是邀請課外活動組的專員於每年新生說明會時,前來介紹校內學生社團,協助選擇理想的課外活動。


照片:臺大課外活動說明會的活動照與臺大活動組數位平臺

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臺大課外活動組:http://activity.osa.ntu.edu.tw/

1.1.6 NTU Student Club Info Meetings

   NTU has hundreds of student clubs and activities. ICLP invites NTU student club directors each year to the new student orientation to introduce their clubs and help ICLP students choose the ideal extracurricular activity for them. ICLP hopes that by helping students discover more about the club activities in which they can participate, they can more easily integrate into the local lifestyle.


In the photo: the website for NTU’s Student Activity Division and the information meetings for NTU’s extracurricular activities

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NTU Student Activity Division: http://activity.osa.ntu.edu.tw/

 

1.2 開發新課程

1.2.1初級課程

   1998年在因緣際會之下,某國送幾名外交官到ICLP接受一年的培訓,成效比預期的高,語言能力從初級順利晉級到專業級,口說能力達到以中文舉行記者會、能流暢閱讀報章雜誌專文、能聽懂電視與廣播新聞,能撰寫學術文章。

往後陸陸續續有多國外交官在本所接受培訓,開啟了本所從零起點晉級到專業級,短時有效的教學研究與實踐。ICLP自IUP時代就積累了豐厚的中高程度教學經驗法則,使初級者有清楚的學習過程與目標,也奠基了本所籌劃中之線上初級課程,期盼使全球初學者能輕鬆有效地開始學習中文。


影片:初級學生成果發表《當代中文故事》

https://www.youtube.com/watch?time_continue=1&v=gvIZLSBvLCc


1.2 Development of New Courses

1.2.1 Beginner Courses

   It was by chance that in 1998, Australia and New Zealand sent several foreign diplomats to ICLP to take a year of language training. The results of the training far exceeded expectations, and they quickly attained a professional-level language proficiency. The diplomats’ reached the point of being capable of conducting press conferences in Chinese, easily reading newspapers and magazines, understanding the television, radio, and news, and writing academic essays.

Later on, foreign diplomats from various other countries have come to ICLP to receive language training, which started research and implementation of a teaching method which could effectively and rapidly get students to a professional level starting from scratch. Since the IUP era, ICLP has developed many pedagogical principles from its experience teaching upper-intermediate students, which have helped provide a straightforward study path and clear goals for beginner students. It has also formed the foundation for ICLP’s upcoming online beginner courses which hope to provide beginner students in Chinese from around the world with an easy and effective start to their studies.


Video: Final Oral Presentation for Beginner Student using the text Contemporary Chinese Stories

https://www.youtube.com/watch?time_continue=1&v=gvIZLSBvLCc

 

1.2.2專業級課程

   這20年來有兩個因素促使ICLP必須開發高級專業課程,以滿足兩類的殷切學習者。一是,不少校友在上完501級的課程後,紛紛返回ICLP接受學年班的課程訓練;二是在兩岸三地學過中文多年者,因口說尚未達到學術口語的能力,紛紛慕名而來。於是ICLP在2009年推動與職涯相關的專業課程,比如:筆譯與口譯專業技能的翻譯課程、專業新聞廣播採訪與編輯課程、專業演說與辯論課程、文學創意寫作等。這些專業課程著重中文口說能力發展,同時結合實作經驗與技巧操練,很受高程度學生的歡迎,也使初級學習者有進階發展的具體路徑。


照片:

大政盃辯論大賽

廣播中文

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http://140.112.185.137/epaper/index.php?id=482


1.2.2 Specialty Courses

   Over these past 20 years, the necessity to satisfy the needs of two kinds of students prompted ICLP to begin offering advanced specialty courses. The first is ICLP alumni, many of whom come back to ICLP for another year of courses after completing the level five classes. The second kind is students from Hong Kong and Macao who join ICLP after hearing of its excellent reputation. These students have studied Chinese for many years yet need to improve their academic oral proficiency. To accommodate for these two types of students, ICLP started specialized career-related classes in 2009. Examples include translation and interpretation, professional news broadcast reports and editing, professional speech and debate, creative writing, and more. These classes focus on developing oral proficiency in Chinese while also combining hands-on experience with the practice of professional skills. Popular amongst advanced students, these classes also give beginners a specific progression to follow and become advanced students.


In the photo:

Chengchi University’s Political Speech Debate

Broadcast Chinese

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http://140.112.185.137/epaper/index.php?id=482


 

1.2.3代訓專班

   由於教學成效具有口碑,海外學校或政府機構希望委託代訓課程日益增加,只要是委請單位能尊重ICLP的教學模式且不任意削價,就能以專班方式合作,例如外交官專班、日本警官專班、美國領航項目專班、柏克萊商業中文班、加州大學聖塔芭芭拉分校專班等。


照片:領航專班、日本警官專班、商業中文班等。

領航專班

日本警官專班

柏克萊商業中文班

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1.2.3 Mandarin Training Programs

   ICLP’s pedagogical methods have received a great deal of praise. Thus, an increasing number of overseas institutions and government organizations have hoped to commission ICLP to train their personnel. As long as the institution respects ICLP's teaching method and does not try to arbitrarily cut the program fees, ICLP will collaborate with them and set up a special training program. ICLP has set up foreign diplomat programs, the Japanese police officer program, the Chinese Flagship Program, the UC Berkeley Business Chinese program, the UC Santa Barbara program, and more.


In the photo: Chinese Flagship program, Japanese police officer program, UC Berkeley Business Chinese program

Chinese Flagship program

Japanese police officer program

UC Berkeley Business Chinese program

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1.3 就學就業活動

1.3.1臺大等研究生學位學程說明會

   早期學生結業就返國的佔絕大多數,但是近十年來,學生留在臺灣或大陸就業與就讀研究所的人數與日俱增。隨著兩岸經濟發展與研究所資源豐厚等因素,越來越多學生希望能在兩岸尋找就業或就學機會。因此ICLP主動邀請負責國際研究生學位學程招生的臺大國際事務處與他校的專員,每年十二月上旬前來舉行說明會,以協助學生獲得相關資訊,進而完成申請手續。


照片:臺大國際事務處研究生學位學程說明會照片。

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1.3 Schooling and Employment Activities

1.3.1 Graduate Program Information Meetings

   Most ICLP students would return home after the graduation ceremony, but in the past 10 years, more and more students are opting to stay in Taiwan or China to find work or begin graduate studies. With continued cross-straits economic development and an abundance of resources for graduate school, more and more ICLP students wish to work or begin graduate studies in China or Taiwan. ICLP has responded by inviting administrators in charge of recruitment for international graduate degree programs from both the NTU Office of International Affairs as well as other universities to come to ICLP. At the start of every December, these administrators hold information sessions to give the students important information so they can complete the application process.


In the photo: graduate program info session held by the NTU Office of International Affairs

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1.3.2企業徵才講座

ICLP的學生大都來自歐美的菁英,近十年來不少本地企業都會委託本所將徵才訊息發佈給在校生及歷屆校友。鴻海公司更是具體的與本所合作,定期到校舉行企業講座,並錄取本所校友。


照片:鴻海企業講座活動照。

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(未完待續)


1.3.2 Corporation Recruitment Lectures

Most ICLP students come from Europe and the United States. In the past decade, many local companies have enlisted the help of ICLP in delivering information regarding job recruitment to ICLP students and alumni. As a specific example, Foxconn Technology Group has worked closely with ICLP by holding regular corporate conferences at the school. The company has since hired many ICLP alumni.


In the photo: Foxconn corporate conference

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(To be continued)