fulbright Taiwan online journal

fulbright Taiwan online journal

Author: Marilyn Rahilly 雷瑪麗

Marilyn Rahilly 雷瑪麗
Marilyn Rahilly has had extensive background and experience in teaching English as a second language and bilingual education, both in the United States and abroad in several overseas locations. She earned a PhD in multicultural education and second language learning from George Mason University, where she is an assistant professor of ESL. Currently, Marilyn is a senior Fulbright scholar, teaching English at Taiwan Normal University in Taipei, Taiwan.

Reflections on Research and Teaching English at National Taiwan Normal University

It has been nearly 11 months since I started teaching an advanced English writing course at National Taiwan Normal University (NTNU) in Taipei as a part of my duties as a  Fulbright senior scholar in Taiwan.  After a brief introduction to some of my NTNU English department colleagues at a lovely luncheon shortly after my arrival in August 2014, I began preparing for the advanced writing class that I had been assigned.  I ordered textbooks, developed a syllabus, and wrote a lesson plan for my first class. I was really excited about meeting my Taiwanese students for the first time. My first advanced writing class was quite the opposite of what I had expected. Having taught ESL and English composition for many years in the United States and other countries, I anticipated that my students would be adequately prepared to write academic English and quite motivated to learn.  When I stood before my Taiwanese students in that first class, I encountered eighteen tense, anxious faces and dead silence. After I passed out my syllabus and talked to them about the class, the expectations, and the assignments, I asked the students how they felt about having an American professor. I was

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Reflection on Teaching Advanced English Writing at a Taiwanese University

I have been teaching ESL for many years, both in the United States and in several foreign countries. My students hail from a variety of ethnic, linguistic, and socioeconomic backgrounds. Over the years, I have taught a wide spectrum of English classes, including speaking, listening, study skills, reading, literature, and composition. When I was informed that I would be teaching an advanced English writing class at National Taiwan Normal University (NTNU) in Taipei as part of my Fulbright award, I was very excited. I looked forward to meeting my Taiwanese students and helping them develop their English writing skills. I had been informed that my class would consist of English majors, so I was even more interested in teaching the class. However, as I have taught many Asian students over the years, I expected that the students in my class would be a bit shy and reluctant to participate actively in class. Because I have had a great deal of experience teaching many Chinese, Japanese, and Korean students, I naively believed that I understood East Asian culture. My first class at NTNU, however, did not go as I had anticipated. I walked into a classroom filled with nineteen Taiwanese college

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Research & Reflections

fulbright taiwan online journal