簡介

全球化的重大意義就是讓我們學會了肯定所有的文化都有其長處,而語言教學深具文化的傳遞的重責大任,當然必須要考慮文化生態的問題。掌握真正「跨文化」思考的能力,除了避免將特定的偏見帶入課堂中之外,更重視在不同的文化情境下的教與學之需求。
Genesee & Upshur (1996)認為教學與測驗評量間應該是對等的關係,兩者之間應建構良好的循環(feedback loop),保持良好的互動:測驗評量活動、內容的設計應反映教學目標與實際的教學情況,而測驗評量的結果應對教學提供回饋,以便進一步檢視教學的目標、內容等。
鑑於英語是非常重要的國際語言,而台灣學生又因語言學習環境的關係無法全方位學習及運用所學英文,本校決定在已有的教學成就和基礎上,更進一步推展英語聽與說的訓練,故聘請了優秀的外籍教師與本籍教師駐校,教授英語聽講課程,希望讓全校的學生在學習外語的過程中,學得更愉快、更有效率,藉此為國家社會栽培更多語言人才。因而在民國九十一年九月成立慧燈中學外語組,起初隸屬於教務處,推展外語教學及承辦外語活動、比賽等工作於焉展開。經過二年的努力及試驗,人力需求及各級檢定業務量之專業度需求日漸殷切,於是在九十三年八月改制,成立外語中心,對內提升各級英語檢定之通過率,對外定期舉辦大型英語話劇公演與社會各界分享本校全人教育之各項成果。

本中心「教育目標」如下:
一、 語言溝通:強化聽說讀寫等各項外語文能力。
二、 文化視野:培養跨文化的理解、尊重、與欣賞能力。
三、 自主學習:養成自我學習、合作學習、與規劃學習的能力。
四、 職涯應用:提升外語證照通過率與未來職場求職與就業競爭力。

本中心工作內容簡述如下:
一、 開設英檢相關訓練課程:
(一)依學生英語聽力程度分組上課。
(二)使用「空中美語」及「LiveABC互動英語」兩種英檢專門雜誌做為訓練及自學教材,並從中挑選、推薦學生每月必讀之文章。
(三)依每月英檢雜誌內容編製「聽力訓練日誌」發給各班,並督導各班播放工作。
(四)定期實施英聽能力評量及英檢模擬考試,每學期舉行1次英語口說能力測驗。
(五)於西方重要傳統節慶期間,如耶誕節、萬聖節及復活節等,除進行情境教室節慶佈置之外,並實施節慶教學活動,讓學生充分認識、體驗西方節慶的意義及趣味。
二、 配合語言訓練測驗中心(LTTC)公告之各級英檢測驗日程,辦理本校學生全民英檢團體報名工作,與全民英檢准考證、成績單、合格證書等資料發放,以及本校學生通過全民英檢人數之統計等事宜。
三、開辦校內全民英檢學生社團,招收有意加強英文聽說讀寫能力,以期通過全民英檢的學生,依其程度,分別由外師及本師指導,如中級英檢社、初級英檢社…等。
四、每學年第二學期舉行校內英文能力競賽(朗讀、演講、作文),藉以選拔、獎勵英語文能力表現優秀的學生。
五、每年定期對外舉辦慧燈盃英文單字大賽及校內各級英語字彙能力競賽。
六、舉辦英語話劇公演。

誠如國際著名語言測驗學者Lyle F Bachman教授(1990)所言:「測驗不是在一個與社會價值完全隔絕的試管中所研發出來或被使用的產物,測驗應以服務教育、社會為最終目的。」展望未來,本中心將致力於:
一、 配合本校中長程發展計畫之實施,並以邁向跨文化、精緻化、卓越化為目標。

二、 配合本校外語教學,提供優良的語言學習環境,續辦大型對外英語話劇公演活動以提升本校學生外語學習動機與興趣,以厚植學生就業的競爭力。

Introduction
The most significant meaning of globalization is that we must understand every country’s culture has its own strength and uniqueness. Therefore, each foreign language teaching department shoulders a heavy responsibility of passing down the culture and spirit of a certain country. At the same time, we need to put cultural ecology into consideration. In order to comprehend the real ability for intercultural reflections, we should emphasize the needs of teaching and learning under different cultural circumstances. However, a biased view toward a certain culture should definitely be excluded in our teaching.

Genesee & Upshur believe that there should be a strong link and symmetrical relationship between instruction and assessment by forming a moderate feedback loop in order to maintain good interaction.
Assessment activities and the design of the assessment are motivated and shaped by instructional purposes and practices in the real classroom, and the decisions that arise from the results of these activities, in turn, lead to reshaping of these instructional purposes, plans, and practices.

It is understood that English is the most important international language and the importance of acquiring this language skill is pivotal to our students. In Taiwan, students often find it difficult to learn and master the English language. On many occasions it is the lack of a suitable environment or the lack of practice or simply ineffective teaching that results in inadequate English skills. Therefore, Huey-Deng has decided to put a heavy emphasis on learning the English Language and provides courses on listening and speaking. Furthermore, Huey-Deng has combated these issues by strengthening the English program by hiring full-time highly qualified foreign and local teachers with experienced backgrounds to assist the students in their English education.
All the courses provided by the center have the goal of helping students to be immersed in a pleasant and efficient academic environment. Meanwhile, the management and staff of Huey –Deng tries its best in the hope of nourishing the talents of our youth for the benefit of Taiwanese society and our country’s economic development.
In September of 2002, the Foreign Language Department was started in cohesion with the Office of Academic Affairs to aid students in excelling in their foreign language studies. The department held activities such as English speech competitions and extracurricular activities after school.
After two years of endeavors by the department, improved results, and an increase in student interest, in August of 2004 the Foreign language Department was enlarged to become the Foreign Language Center. With an increase in student enrollment came an increase of faculty. Furthermore, Huey-Deng hopes to increase the depth of the faculty, offering better and more services to students and teachers alike. With these aspirations and improvements Huey-Deng hopes to lead students and teachers to a better future and open the window of opportunity to all.


The educational goals of our center are as follow:
1. Language & communication skill: to reinforce listening, speaking, reading and writing abilities.
2. Intercultural Literacy: to cultivate understanding, respecting and appreciating of different cultures.
3. Self- directed Lifelong Learning: To nurture greater competence in self-learning, cooperative learning, and organized learning.
4. Vocational Applications: To assist students in achieving acceptable scores on GEPT tests and to equip students with skills they need in their future careers.

The services provided by our center are as follow:
1. To provide GEPT training courses
(A) Students are separated into different classes according to their English listening comprehension levels.
(B) The two published magazines “English 4U” and “Live ABC” based on GEPT standards and designed with GEPT test modules are used in classes in order to help the students to pass the GEPT smoothly. Important and interesting articles are also selected each month.
(C) Lists of English recordings from the magazine CDs are distributed every month to encourage each homeroom teacher to follow a formal schedule of listening practice for the class.
(D) Listening assessments and evaluation of GEPT score are done on a regular basis. One particular English speaking ability assessment is held every semester.
(F) Classrooms are decorated on important festivals such as Christmas, Halloween, and Easter and lectures are delivered for students to have full comprehension of certain western customs and to enable students to enjoy the fun festive atmosphere as well as the meaning of the festival.
2. The center takes charge of the formalities of signing up for the GEPT according to the scheduled dates announced by the LTTC. Furthermore, the center distributes the admission tickets and transcripts and awards the GEPT certificates. Calculation of the passing rate of students taking GEPT tests in our school is also part of the task.
3. We organize GEPT clubs to recruit the students who wish to pass the GEPT and are coached by the foreign and local teachers according to their level in English proficiency.
4. Oral reading, speech, and writing competitions are held during the second semester of the school year to select and encourage the best among the students.
5. The Huey Deng vocabulary Contest and various English Vocabulary Proficiency contests based on English level are held annually.
6. An English stage play is held at school aperiodically (on an irregular basis).

Bachman (1990) points out that ‘tests are not developed and used in a value-free psychometric test tube, they are virtually always intended to serve the needs of an educational system or of society at large.’

Future plans of our language center
We are devoted to reaching certain goals as follows:
1. To implement our school’s mid-and – long term development plan, we set a goal
toward the realization of cross-cultural understanding and professionalism especially in English teaching.
2. In addition to language teaching courses, we also provide remarkable language learning surroundings and continue to engage in activities such as public English stage plays to enhance interest and
motivation towards language learning and to elevate students’ competiveness in order to enhance their prospects for their future careers.