Language Competence and Cultural Diversity Cultivation Project

  • facebook
  • twitter
  • line
  • Date:107-04-26

Project Description

In relation to the national policy on the development of science and technology, the Ministry of Education initiated the Language Competence and Cultural Diversity Cultivation Project (LCCDCP) to fulfill the country’s broader vision of cultivating high-quality innovative talents and enhancing global competitiveness. The LCCDCP aims to cultivate college students’ Chinese and foreign language skills as well as cultural diversity competence in response to the impact of globalization and development of digital networking. One of the main goals of this project is to enhance students’ basic language and narrative competence so that they are able to communicate effectively both within and across a variety of professional settings. Another main goal is to increase students’ knowledge and understanding of different cultures so that they are able to broaden their scopes, to participate in the global community, and to embrace cultural diversity. Four subprojects were set up to achieve these goals.


The School-Wide Project of Chinese Reading and Writing Curriculum Reform

Based on the outcomes of the former project, this project continues to focus on the implementation of Freshman Chinese reading and writing curriculum. To extend its scope and influence, the project aims to improve students’ writing ability through life education and innovative teaching approaches. The reform includes changes in teaching material and methods, the building of teacher teams with professional capability in research and development, and the cultivation of teaching assistants (TAs) with problem-solving skills. With its emphasis on self-reflection and exploration through reading and writing, the project has the potential to help students connect with others, care for social and ethnic issues, and expand their scope of interest to encompass cultural diversity.


The Curriculum Innovation Project of Combining Professional Knowledge with Narrative Skills

Targeting at sophomore, junior, and senior level students, this project aims to integrate professional knowledge with narrative competence through the development of innovative interdisciplinary courses. It encourages teachers across the disciplines to form teams and create courses that combine professional knowledge with narrative skill training. In order to promote the development of imagination in narrative competence, the innovative curriculum focuses on issues related to altruism and provides students with the opportunity to practice the skills that are needed to participate in finding solutions to the social or environmental issues.


The English-as-a-Multicultural-Language Curriculum Reform Project

This project aims to enhance students’ English communicative and multicultural competence through the utilization of contextualized language teaching and the development of curriculum with substantive multicultural content, which includes such topics as world literature, world cultures, and global issues. There are two major categories within the project: one is for the school-wide reform on Freshman English courses (i.e. required general English courses); the other for the reform on advanced English courses including English for specific purposes (ESP), English for academic writing (EAW) and Chinese/English translation, all of which are operating at the level of teacher teams. Apart from its primary goal of fostering students’ intercultural communicative competence, other objectives of the project are to integrate the learning of professional knowledge and English skills, to encourage the collaboration of teachers across the disciplines, to promote the learning of other cultures through English, and to cultivate global citizenship.


The Multiple Foreign Languages and Cultures Curriculum Reform Project

This project aims to establish a high-quality foreign language teaching environment in which culture is placed at the core of the curriculum within the context of intercultural communication. It focuses on four major foreign languages: Japanese, German, French and Spanish. The reform includes the development of school-based foreign language curriculum according to the characteristics of its students; courses featuring collaboration among teachers or between schools; resources for self-access learning such as massive open online foreign language courses. In addition to course development, the project also organizes foreign language learning camps and teaching enhancement workshops to promote the learning and teaching of multiple foreign languages and cultures in Taiwan.