Opening Question
在語言課堂中，學生的沉默、遲疑與表現失常，往往被誤解為能力不足。然而，這些反應常來自對犯錯的恐懼、學習焦慮，以及缺乏安全感。這不只是英文課堂中的現象，更是跨語言、跨教學情境、跨學生程度的共同課題。從國中小英語教育，到大學EMI與第二外語課程，不同年齡與程度的學習者，都可能因焦慮與壓力而影響參與與表現。
財團法人語言訓練測驗中心 (LTTC)、學術交流基金會 (Fulbright Taiwan) 及財團法人趙麗蓮教授文教基金會共同舉辦公益講座。
由 Fulbright Taiwan 執行長那原道博士 (Dr Randall Nadeau) 主講。
Topics Covered
On-site Program
Event Information
| 日期 Date | 2026 年 6 月 28 日（週日） |
| 時間 Time | 14:00 – 16:00 |
| 地點 Venue | 國家圖書館 國際會議廳 (台北市中山南路 20 號) |
| 講者 Speaker | Dr. Randall L. Nadeau 那原道博士 |
| 主辦單位 Organizer |
LTTC × Fulbright Taiwan × 財團法人趙麗蓮教授文教基金會 |
Featured Speaker
那博士對國際教育、跨文化交流及情緒健康充滿熱忱。他曾在三一大學（Trinity University）擔任宗教學教授長達二十五年，並於英屬哥倫比亞大學（University of British Columbia）取得亞洲研究博士學位。
Panelists
Learning a second language is not only cognitive, but also deeply emotional. Silence, hesitation, and disengagement in the classroom may reflect anxiety, vulnerability, and fear of making mistakes rather than lack of ability. Importantly, these challenges are shared across languages, learner levels, and educational settings.
This lecture introduces a trauma-informed perspective on language education and explores practical ways to create safer, more trusting, and more sustainable learning environments for both students and teachers.
Executive Director, Fulbright Taiwan
Dr. Randall L. Nadeau is deeply committed to international education, intercultural exchange, and emotional well-being. He previously served as Professor of Religion at Trinity University for twenty-five years and received his Ph.D. in Asian Studies from the University of British Columbia.
This lecture explores trauma-informed language education by centering the student experience of learning to speak and listen in a foreign language—an experience often marked by intense anxiety and fear of error, as well as reduced proficiency under stress. Silence, hesitation, and listening breakdowns may not result from poor study skills or cognitive weaknesses, but rather reflect embarrassment, vulnerability, and emotional responses to perceived threat. The impact of these dynamics on teachers is also significant, with stress or emotional fatigue emerging when working with anxious or disengaged learners. Both sides of the classroom come into focus, along with practical strategies to foster safety and trust, and to create conditions that support more effective language acquisition and more sustainable teaching.
Highlight
誠摯邀請關心語言教育、EMI、雙語教育與學生支持的教育工作者共同參與。