To begin with, there are three videos in Professor Lily’s speech respectively, which mainly focused on the topics about funds of knowledge, transnational funds of knowledge and ten essential reasons of becoming a teacher.

　　In the first video, it explores the funds of knowledge that operate in a United States African American community, a Vietnamese immigrant community, and a Taiwanese indigenous community. Professor Lily introduced a new perspective for all the teachers to ponder more when designing a course. Funds of knowledge refers to historically accumulated and skills essential for household or individual functioning and well-being. In other words, it’s helpful when teachers are able to find out what families can do and how kids are involved with that knowledge. In the end, Professor Lily took African American children as an example. She used jumping rope rhymes and clapping rhymes rather than nursery rhymes in class to engage kids because they were more familiar with the former. By making wise use of rhymes in class, kids can learn rhyming words, left-to-right directionality, word boundaries and spaces between words much more easily.

　　In the second video, Professor Lily further explores the transnational funds of knowledge that immigrant children in America possess and the resulting development of cosmopolitan stance for some students. She mentioned the importance of transnational awareness, that is, “movement of people, media, language and goods between distinct nation states, particularly that which flows in both directions and is sustained over time.” And for cosmopolitanism, it refers to a welcoming of difference and fundamental orientation to the stranger. Both of them serve as a reminder for everyone to be open to the world. Also, as educators, we must learn about the transnational funds of knowledge, the transnational awareness, of children in immigrant families. We must honor that knowledge use it to help all the children develop cosmopolitan stances on our world.

　　Last but not least, Professor Lily shared her top ten reasons for becoming a teacher. Among these ten reasons, the first one is to make the world a better place. In the end, she left the question for everyone to think about: what their number one reason is.

　　首先，Lily教授在影片的一開頭即告訴同學們：本週演講會包含三部影片，分別環繞在「個人知識累積庫」、「跨國際的知識累積庫」、「十項成為老師的重要原因」等主題。

　　在第一部影片中，它引導我們思考「個人知識累積庫」在美國的非裔社會、越南裔的移民社會以及在台灣的原住民社會中扮演的角色與運作情形。Lily教授介紹了這個新的觀點以供所有老師進一步在設計課程時能夠思考。「個人知識累積庫」是指一個家庭或個人日積月累的知識和技能，且皆對於未來發展與福祉有大的影響。也就是說，換句話說，當老師能夠找出家庭可以做什麼以及孩子能如何與這些知識相結合時，這將很有幫助。在影片的最後，Lily教授舉了一個美國社會的非裔小孩為例子。由於考量到這群學生對於來自歐洲的童謠裔點也不熟悉，於是她調整了課程：她在課堂上使用跳繩韻律和拍手韻律，而不是童謠來引起學生的學習動機。透過在課堂上聰明地運用押韻的技巧，孩子們可以更輕鬆地學習押韻單詞，從左到右的方向性，單詞邊界和單詞之間的間隔。

　　在第二部影片中，Lily教授更進一步探討了美國移民兒童所擁有的「跨國個人知識庫」以及由此對一些學生產生的國際化態度。過程中，她提到了跨國意識的重要性，也就是我們要對「不同民族國家之間的人員，媒體，語言和貨物的流動，尤其是雙向流動會隨著時間的流逝而持續」有感受。同樣地，就世界主義而言，它指的是尊重差異與迎接陌生人的心態。不論是跨國意識或世界主義，兩者皆提醒著我們要開闊自己的心胸，以開放的心態面對現今的世界。另外，作為教育者，我們必須了解有關移民家庭中兒童的跨國知識儲備，跨國意識。我們必須尊重知識，利用它來幫助所有兒童發展在世界上的國際立場。

　　最後，Lily教授在最後一部影片中與大家分享了的十個成為老師的重要原因。在這十個原因中，第一個是能使世界變得更美好。當我們在教學時，我們不僅僅只是為了將孩子教成老師，而是培養每一位孩子能夠長大並迎接各種不同職業的人，皆一起來幫助這個世界變得更好。在影片的最後，Lily教授也留下了問題讓同學們思考：你心目中的十個原因是什麼？而什麼又是最重要的呢？