KU ERIC KUO HAN (クウ エリック クオーハン)

KU ERIC KUO HAN

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大学院国際資源学研究科 

出身大学 【 表示 / 非表示

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    -
    2020年03月

    国立台湾師範大学   外国語学部   卒業

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    2020年03月

    国立台湾師範大学  Teaching English to Speakers of Other Languages  博士課程  修了

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  • 国立台湾師範大学 -  博士(英語教授法)

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  • 2020年04月
    -
    継続中

    秋田大学   大学院国際資源学研究科   講師  

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  • 2013年09月
    -
    2020年02月

      台北市立大学   講師

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  • 2020年10月
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    継続中
     

    日本国

     

    全国語学教育学会

  • 2016年08月
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    継続中
     

    タイワン(台湾)

     

    台湾英語教育研究協会

 

学位論文 【 表示 / 非表示

  • Teachers of Multiple Languages: The Negotiation of Language Teacher Identities Across Multiple Languages and Contexts

    Eric K. Ku

      2020年03月

    単著

    DOI

論文 【 表示 / 非表示

  • "Waiting for my red envelope": discourses of sameness in the linguistic landscape of a marriage equality demonstration in Taiwan

    Eric K. Ku

    Critical Discourse Studies ( Routledge )  17 ( 2 ) 156 - 174   2020年  [査読有り]

    ISSN:1740-5904

    単著

    At the end of 2016, Taiwan witnessed a string of massive protest demonstrations held by both ends of the ideological debate on marriage equality. These public demonstrations can be seen as linguistic landscapes where the mass employment of signs, banners, flags, and other genres of protest signs discursively construct a highly visible socio-political space for public conversation around marriage equality. This study looks specifically at the protest signs from the 10 December pro-marriage equality demonstration in Taipei and applies critical discourse analysis to examine what identities and ideological positions are represented in the linguistic landscape. I argue that the protest signs construct a linguistic landscape that strongly emphasizes sameness with heterosexuals as a key characteristic of LGBTQ individuals, thereby depicting equality as taking part in the social practices and gender roles of heterosexual relationships and excluding a cross-section of the LGBTQ community who do not support the assimilationist ideology underlying marriage equality.

    DOI

  • "Can We Do a Not-All-in-English Drama for Kids?": Translingual Practices in a Taiwanese EFL Play

    Eric K. Ku

    English Teaching and Learning ( Springer )  43 ( 1 ) 5 - 22   2019年03月  [査読有り]

    ISSN:1023-7267

    単著

    Translingual practices have been observed in English as a foreign language (EFL) instruction in Taiwan even though monolingual orientations are still highly prevalent in Taiwanese EFL education. This paper reports on a study focusing on an annual play performed by the graduating class of a university English department in Taiwan. Despite the long-standing expectation that the play should be English-only, these students deviated from the precedent by incorporating Mandarin Chinese in the play. Through a case study informed by ethnographic perspectives, I analyzed the students’ script, script notes, and rehearsals for translingual practices and interviewed the scriptwriters and faculty supervisors for their perceptions of the play. The findings show that students’ enacted translingual practices through bilingual and multimodal resources to most appropriately achieve the performative and communicative goals for each situated context. Furthermore, students invent ways of justifying the decision to include Chinese and creating a “translanguaging space” through the performance. I conclude the paper with pedagogical implications about the rich potential for the use of plays in EFL instruction.

    DOI

  • A Translingual Approach to Language Teacher Identities in Teacher Education in Taiwan

    Eric K. Ku

    The Elementary Education Journal ( University of Taipei )  65 ( 2 ) 83 - 94   2018年06月  [査読有り]

    ISSN:2218-4600

    単著

    Research on translingualism in Taiwan has so far observed existing translingual practices occurring in language classrooms. While it is important to investigate how translingualism is taking shape in Taiwan in its current form, what is missing is an exploration of the pedagogical applications of translingualism that have yet to occur and how it can be adopted. This article focuses on envisioning a certain future in which language teacher education in Taiwan is willing to take on a translingual approach and focus on fostering translingual teacher identities. What would such an endeavor look like? How would it be implemented? In this article, I will start by giving an introduction to the importance of language teacher identity and translingualism, and then shift to demonstrating the benefits translingualism can bring to teacher education programs and how translingualism can be enacted.

    DOI

Book(書籍) 【 表示 / 非表示

学会等発表 【 表示 / 非表示

  • Multimodal compositions for academic writing

    Eric K. Ku

    JALT2020: 46th Annual International Conference on Language Teaching and Learning & Educational Materials Exhibition  2020年11月  -  2020年11月    The Japan Association for Language Teaching (JALT)

  • “Can we do a not-all-in-English drama for kids?”: Translingual practices in an EFL play.

    Eric K. Ku  [招待有り]

    English Teaching & Learning 2019 Conference  (National Taiwan Normal University)  2019年07月  -  2019年07月    National Taiwan Normal University

  • Why would English be used at a marriage equality protest in Taiwan?

    Eric K. Ku  [招待有り]

    11th Linguistic Landscape Workshop  (Chulalongkorn University)  2019年05月  -  2019年05月    Chulalongkorn University

  • Enacting translingual practices under the shadow of monolingual ideologies

    Eric K. Ku

    The 35th International Conference on English Teaching and Learning (ROC-TEFL 2018)  (National Tsing Hua University)  2018年05月  -  2018年05月    National Tsing Hua University

  • Investment in becoming an elementary school EFL teacher in Taiwan

    Eric K. Ku

    The 26th International Symposium on English Teaching  2017年11月  -  2017年11月   

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