Faculty – Lin, Lu-Chun

PhD

Name：Lin, Lu-Chun
Phone：52716
E-mail：reginelin@g2.nctu.edu.tw【個人網頁https://tinyurl.com/2ffoq5wd】
Education：Ph.D. in Speech and Hearing Science & Second Language Acquisition and Teacher Education
Research Interests：Children Language and Literacy Development / Reading Instruction /Applied Phonology / TESOL
Professional Title：Associate Professor

 計畫共同主持人：林律君博士

（一）學歷

美國伊利諾大學香檳校區語言與聽力科學暨第二語言習得師資培訓博士

（二）專長

兒童語言、英語教學、雙語教育、學術英語、師資培訓、教育科技

（三）經歷

現職：

國立陽明交通大學 英語教學所副教授兼國際高教培訓暨認證中心主任

（四）榮譽獎勵

  1. 2023 國立陽明交通大學全校傑出教學獎
  2. 2018、2012國立交通大學全校共同課程優良教學獎
  3. 2016科技部優秀年輕學者研究計畫
  4. 2011國立交通大學研究所優良教學獎
  5. 2010國立交通大學績優導師獎
  6. 2005美國伊利諾大學Phi Kappa Phi榮譽學會
  7. 2005美國語言聽力學會潛能學者(全美25名博士生及博士後學者)
  8. 2004美國語言聽力學會年度兒童語言研究計畫獎(全美一名)
  9. 2004美國伊利諾大學Elaine Paden傑出語言學研究獎
  10. 2003美國伊利諾大學Ehud and Hanie Yairi傑出國際學生獎
  11. 2001美國伊利諾大學全額獎學金

（五）證書

  1. 英國高等教育學院高階會士
  2. 中華民國中等學校英語教師證書
  3. Google Certified Educator (Level 1 & 2)

 Journal Publications

  1. Lin, L.-C. (2018). Using informational picture books to integrate English learning and curricular content: CLIL pedagogical framework and activities for EFL primary schools. English as a Global Language Education (EaGLE) Journal, 3(2), 25-44. 
  2. Lin, L.-C.* & Johnson C. J. (2016). Mandarin-English bilingual vocabulary development in an English-immersion preschool: How does it compare with monolingual development? International Journal of Bilingualism. [NSC 96-2411-H-009 -024] (SSCI)
  3. Lin, L.-C. (2014). Learning word meanings from teachers’ repeated story read-aloud in EFL primary classrooms. English Language Teaching, 7(7), 68-81.DOI: 10.5539/elt.v7n7p68 [NSC 99-2410-H-009 -065] 
  4. Lin, L.-C.*, & Yu, W.-Y. (2015). A think-aloud study of strategy use by EFL college readers reading Chinese and English texts. Journal of Research in Reading. (NSC 99-2410-H-009-065-) (SSCI)
  5. Lin, L.-C., & Cheng, C.-P. (2010). Research trends in selected M.A. TESOL programs in Taiwan: A preliminary content analysis of master’s theses from 2003-2007. Asian EFL Journal, 12(4), 126-139.
  6. Chiang, Y.-C., & Lin, L.-C. (2010). Morphological and syntactic abilities in Taiwanese EFL preschoolers、 oral narratives. Asian EFL Journal, 12(4), 80-96.
  7. Lin, L.-C., & Johnson, C. J. (2010). Phonological patterns in Mandarin–English bilingual children. Clinical Linguistics & Phonetics,  43.(SSCI)
  8. Johnson, C., Hengst, J., Calvert, L., Lin, L. C., Donahue, M., & Prior, P. (2003). Story writing on computers for two first-graders with language impairment. The ASHA Leader, 8 (15), p. 169.

Conference Presentations

  1. Lin, L.-C. (2023). Alleviating EMI Teacher Anxiety through AI-Enhanced EMI PD. Invited Panel Presentation on AI-Enhanced Language Teaching at the International Joint Conference of APLX, ETRA40, and TESPA2023, Taipei, Taiwan (2023.10.12).
  2. Lin, L.-C. (2023). Glocalized EMI PD Program in Taiwan: Outcomes and Implications. Colloquium Presentation: The ESP Teachers’ Role in EMI Professional Development at the 24th International Conference and Workshop on TEFL & Applied Linguistics, Ming Chuan University, Taipei, Taiwan (2023.03.18).
  3. Lin, L.-C. (2022). EMI Effective ATM Strategies: AI, Translanguaging, and Multimodality. Colloquium Presentation, EMI Professional Development: Glocalized Design and Practice, at the 13th International Conference of English as a Lingua Franca (ELF13), Tainan, Taiwan (2022.11.19).
  4. Lin, L.-C. (2022). A New Opportunity for University EMI Teacher Professional Development Enhancement, Enablement, and Empowerment. Invited Forum Presentation at the 2022 International Conference on English Medium Instruction (EMI) in Higher Education Challenges and Prospects (臺灣師範大學高等教育的EMI教學：挑戰與前瞻國際學術研討會【EMI教師增能培訓論壇】)， Taiwan (2022.06.16).
  5. Lin, L.-C. (2022). Developing Preservice English Teachers’ Metacognition through Post-Task Summary Reflection. Paper presented at the 13th International Conference of English as a Lingua Franca (ELF13), Tainan, Taiwan (supported by MOST 109-2410-H-009-049).
  6. Lin, L.-C. (2022). CLIL 4C2+ Framework for Bilingual Education and TPD in Taiwan. Invited Panel Presentation, Bilingual Education in Taiwan: A Glocalized Design & Practice, at the 39th International Conference on English Teaching and Learning ETRA 2022 Annual Conference, Taipei, Taiwan (2022.07.15).
  7.  
  8. Lin, L.-C. (2022). A New Opportunity for University EMI Teacher Professional Development: A Framework for Sustainable Blended Teacher Training. Invited Panel Presentation at the 2022 International Conference on Bilingual Education (淡江大學雙語教育國際學術研討會), Taipei, Taiwan.
  9. Lin, L.-C. (2021). A New Opportunity for Professional Development of Bilingual Teachers: A Framework for Sustainable Blended Teacher Training (雙語教師專業發展的新契機永續複合式師資培訓架構). Invited Forum at the 2021 TERA International Conference 台灣教育研究學會2021國際學術研討會 , Kaohsiung, Taiwan.
  10. Lin, L.-C. (2021). Strategies to Promote Students’ Cognitive and Social Engagement in Online Learning. (提升線上教學的認知與社會參與策略). Invited session at the 2021 International Symposium of Medical Education (北榮國際醫學教育研討會), Taipei, Taiwan.
  11. Lin, L.-C. & Henry H. S. Lu (2021). Enhancement and Recognition of Teaching and Learning in a Research-Oriented University in Taiwan through a Teaching Fellowship Scheme: What We Have Done, What We Have Learned, and Where We Go From Here. Invited Session at 4th Eurasian Conference on Educational Innovation 2021, Taitung, Taiwan.
  12. Lin, L.-C. & Wu, Y.-C. (2020). When Computer Science meets TESOL: A cross-disciplinary collaboration to develop computer science students’ English communication skills and TESOL students’ teaching skills. Paper presented at the 2020 TESPA International Conference on English for Specific Purposes, Taipei, Taiwan (supported by 108 Taiwan Ministry of Education Teaching Practice Research Project 教育部教學實踐研究計畫).
  13. Yee, K.-W. & Lin, L.-C. (2020). Agreeing to Disagree: Developing Computer Science graduate students’ communication abilities and cooperation skills through reciprocal teaching strategy. Paper presented at the 2020 TESPA International Conference on English for Specific Purposes, Taipei, Taiwan (supported by 108 Taiwan Ministry of Education Teaching Practice Research Project 教育部教學實踐研究計畫).
  14. Lin, L.-C. (2019). Asking good questions: Lessons learned from an EFL pedagogical corpus. Paper presented at the 39th Thailand TESOL International Conference, Bangkok, Thailand (supported by MOST 106- 2400-H-009-0035-).
  15. Lin, L.-C. (2018). Teaching with picture books through CLIL. Paper presented at the 2018 跨領域／跨語言教學研討會, Tainan, National Cheng Kung University.
  16. Liu, M.-C. & Lin, L.-C. (2018). Developing EFL teachers’ teacher talk through self-transcribing their own teachings. Paper presented at the 35th International Conference on English Teaching and Learning, Hsinchu, National Tsing Hua University.
  17. Liu, M.-C. & Lin, L.-C. (2018). Reflecting on EFL teachers’ classroom English through self-transcribing their own teaching. Paper presented at 2018 英語學系學術研討會，屏東，屏東大學。
  18. Lin, L.-C. (2017). Teacher questioning in EFL classrooms: A pedagogical corpus analysis. Paper presented at the CULI International Conference, Bangkok, Thailand (supported by MOST105-2628-H-009-001-).
  19. Lin, L.-C. (2017). Designing a pedagogical corpus to support the continuous development of EFL teachers’ English for Teaching Purposes. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017 (supported by MOST 105-2628-H-009-001-).
  20. Lin, L.-C. (2017). Using informational picture books to integrate English learning and curricular content: Pedagogical frameworks and activities. Paper presented at the 2017「國小學科內容與語言整合學習」研討會.
  21. Lin, L.-C. (2016). Crossing the border between ELT research and practice: Enhancing EFL teachers’ English for Teaching Purposes through research-based practices. Paper presented at the 3rd ESBB (English Scholars Beyond Boarders) Conference, Taichung, Taiwan. (supported by MOST 103-2410-H-009-013-)
  22. Lin, L.-C. (2016). Seeing what they said: Developing EFL teachers’ English for teaching purposes through transcribing their own lessons. Paper presented at the 4th International Conference on Foreign Language Learning and Teaching (FLLT 2016), Bangkok, Thailand. (supported by MOST 103-2410-H-009-013-)
  23. Lin, L.-C. (2016). ESP for EFL teachers: Developing EFL teachers’ English for Teaching Purposes. Paper presented at the 2016 Korean TESOL (KOTESOL) International Conference, Seoul, Korea (supported by MOST 104-2410-H-009-036-).
  24. Lin, L.-C. (2013). Teachers’ reading-aloud styles and students’ vocabulary learning in team-teaching elementary EFL classrooms. Paper presented at the Centre for English Language Communication International Symposium for English Teachers 2013, National University of Singapore, Singapore. (NSC 100-2410-H-009-043)
  25. Lin, L.-C. (2013). Story reading-aloud in team-teaching EFL classrooms. Paper presented at the 3rd International Conference on Foreign Language Learning and Teaching, Bangkok, Thailand. (NSC 100-2410-H-009-043)
  26. Lin, L.-C. (2012). Effects of repeated listening to a story and word meaning explanations on new word learning by EFL children in Taiwan. Paper presented at the 2012 IATEFL Young Learners and Teenagers (SIG) Conference and Asian Literacy Conference, Taiwan. (NSC 99-2410-H-009-065-)
  27. Samsodiena, M., & Lin, L.-C. (2012). An integrated approach to reading in English: Peer tutoring and reactive-remedial learning in an EFL context. Paper presented at the 2012 IATEFL Young Learners and Teenagers (SIG) Conference and Asian Literacy Conference, Taiwan.
  28. Aucamp, J., & Lin, L.-C. (2012). The multi-dimensional reading method for young EFL students. Paper presented at the 2012 IATEFL Young Learners and Teenagers (SIG) Conference and Asian Literacy Conference, Taiwan.
  29. Lin, L.-C. (2012). Effects of repeated listening to a story on novel word learning by EFL learners in Taiwan. Proceedings of the 2012 International Symposium on Education and Psychology, Hong Kong. (NSC 99-2410-H-009-065-)
  30. Yu, W.-Y., & Lin, L.-C. (2012). Relationships between English proficiency, reading proficiency, and reading strategy use in Taiwanese EFL college students: A think-aloud study. Paper presented at the Sixth Conference on College English, Taiwan. (NSC 98-2410-H-009 -035 -)
  31. Lin, L.-C., & Cheng, C.-P. (2010). Research trends in selected M.A. TESOL programs in Taiwan: A preliminary content analysis of master’s theses from 2003-2007. Proceedings of the 2010 Asian EFL Journal International Conference. Providence University, Taiwan.
  32. Chiang, Y.-C., & Lin, L.-C. (2010). Morphological and syntactic abilities in Taiwanese EFL preschoolers、 oral narratives. Proceedings of the 2010 Asian EFL Journal International Conference, Providence University, Taiwan.
  33. Chen, H.-L., & Lin, L.-C. (2010). Learning to spell unfamiliar words: The relevance of literacy skills and phonological awareness to Taiwanese EFL children’s spelling. Proceedings of the 2010 Asian EFL Journal International Conference, Providence University, Taiwan.
  34. Chiang, Y. –C. & Lin, L. C. (2008). Morphological and Syntactic Development in Taiwanese EFL Children’s Storytelling. Paper presented at the 17th International Symposium and Book Fair on English Teaching, Taipei, Taiwan.
  35. Chiang, Y. –C. & Lin, L. C. (2008). Morphosyntactic Development in EFL Kids’ Narration. Paper presented at the 2008 Japan Association for Language Teaching, Tokyo, Japan.
  36. Lin, L. C. (2008). Preschool English vocabulary development in relation to vocabulary input. Abstract accepted for an oral presentation at the 2008 Japan Association for Language Teaching, Tokyo, Japan. (NSC 96-2411-H-009 -024 -)
  37. Lin, C.-H. & Lin, L. C. (2008). Narrative Development of Taiwanese EFL children: A First Glance at Children’s Chinese and English Frog Stories. Paper presented at the 17th International Symposium and Book Fair on English Teaching, Taipei, Taiwan.
  38. Lin, L. C. (2007). Phonological patterns in typically developing Mandarin-English bilingual children. Paper presented at the 9th International Conference and Workshop on TEFL and Applied Linguistics (Ming Chuan University), Taiwan.

專書著作

  1. 鄒文莉、高郁婷、林律君 (2022)《臺灣高教英語授課教學資源書：全球在地化課程設計與教學實踐》。臺北:書林出版社。
    1. 林律君、高實玫：<高教英語授課之授課語言>, pp. 93-118.
    1. 林律君：<運用AI及數位科技提升高教英語授課之語言辨識度與內容理解度>, pp. 139-164.
    1. 林律君、蕭育源、盧家鋒：<大生醫領域英語授課實例與分析>, pp. 165-186.
    1. 鄒文莉、林律君：<全球在地化、自主永續的EMI教師專業發展系統>, pp. 257-268.
  2. 林律君、廖巧馨 (2022)：<全球在地化臺灣雙語教學鷹架的設計>。載於鄒文莉、黃怡萍 (主編)，《臺灣雙語教學資源書：全球在地化課程設計與教學實踐》(出版中)。臺北:書林出版社。
  3. 林律君 (2018)：< CLIL在繪本教學的運用>。載於鄒文莉、高實玫 (主編)，《CLIL教學資源書:探索學科內容與語言整合教學》(87-104頁)。臺北:書林出版社。
  4. Fung, H., Miller, P. J., & Lin, L. C. (2004). Listening is active: Lessons from the narrative practices of Taiwanese families. In M. W. Pratt & B. E. Fiese (Eds.), Family stories and the life course: Across time and generations (pp. 303-323). Mahwah, NJ: Lawrence Erlbaum.

專案計畫

計畫主持人

  1. 111年度國科會專題研究計畫(一般研究計畫)。透過自動生成影片字幕發展大學專業領域英語授課教師的教學語言與教學成效反思。111-2410-H-A49-037
  2. 109年度科技部專題研究計畫(一般研究計畫)。 透過放聲思考訓練和實踐發展英語教師後設認知的教學支持。109-2410-H-009-049-  
  3. 106年度科技部專題研究計畫(一般研究計畫)。英語教師之課堂提問語對學生應答之反饋：教學語料庫分析。106-2410-H-009-035
  4. 105年度科技部專題研究計畫(優秀年輕學者研究計畫)。建構和應用多媒體教學英語語料庫以協助英語教師教學英語之持續發展。105-2628-H-009-001
  5. 104年度科技部專題研究計畫(一般研究計畫)。以研究本位及介入反應模式之教學訓練增進職前與新進英語教師之教室語言質與量。104-2410-H-009-036
  6. 103年度科技部專題研究計畫(一般研究計畫)。以研究本位及介入反應模式之教學訓練增進職前與新進英語教師之教室語言質與量。104-2410-H-009-013
  7. 102年度科技部專題研究計畫(一般研究計畫)。實證為基礎之字彙與故事結構教學對提升國小學生英語閱讀理解能力之成效研究。102-2410-H-009-024
  8. 101年度科技部專題研究計畫(一般研究計畫)。國小英語協同教學課堂中教師故朗讀方法域學生自會學習成效。101-2410-H-009-029
  9. 100年度科技部專題研究計畫(新進人員研究計畫)。國小英語協同教學課堂中教師故事朗讀方法與學生字彙學習成效。101-2410-H-009-043
  10. 099年度科技部專題研究計畫(新進人員研究計畫)。重複聆聽故事及詞義解釋對國小低年級學生英語單字學習的影響。99-2410-H-009-065
  11. 098年度科技部專題研究計畫(新進人員研究計畫)。台灣國小學童中英文閱讀與寫作的發展與跨語言關係。98-2410-H-009-035
  12. 096年度科技部專題研究計畫(新進人員研究計畫)。詞彙輸入與跨語言雙語詞彙對學齡前英語詞彙發展的影響。96-2411-H-099-024

      共同主持人

  1. 教育部委辦「高級中等學校雙語實驗班在職教師雙語教學增能課程執行計畫」（2022~2024）
  2. 教育部委辦「111年度中小學雙語教學在職教師增能學分班實施計畫」（2022~2023）
  3. 教育部委辦「大學雙語教師專業發展中心計劃」（2022~2023）
  4. 國防部委辦「陸軍軍官學校軍官基礎素養課程雙語師資培訓計畫」（2021~2023）
  5. 臺南市政府教育局委辦「臺灣雙語教學資源書–全球在地化課程設計與教學實踐(A Resource Book for Bilingual Education in Taiwan: A glocalized design and practice)專書計劃」（2021~2022）
    1. 教育部師資培育與藝術教育司委辦「雙語教學在職教師增能課程輔導計畫」（2021～2022）
    1. 教育部師資培育與藝術教育司委辦「高中職雙語實驗班在職教師增能課程規劃」（2021）
    1. 教育部師資培育與藝術教育司委辦「在職教師雙語教學增能學分班實踐計畫」（2020～2021）