國立虎尾科技大學 |

Taiwan's Bilingual 2030 Policy : = Challenges For Higher Education Faculty.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Taiwan's Bilingual 2030 Policy :/
Reminder of title:	Challenges For Higher Education Faculty.
Author:	Chou, Sung-Chun.
Description:	1 online resource (234 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Pedagogy. -
Online resource:	click for full text (PQDT)
ISBN:	9798381192261

Taiwan's Bilingual 2030 Policy : = Challenges For Higher Education Faculty.
Chou, Sung-Chun.

Taiwan's Bilingual 2030 Policy :Challenges For Higher Education Faculty. - 1 online resource (234 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ph.D.)--Kent State University, 2023.

Includes bibliographical references

The purpose of this interpretive qualitative study was to explore the challenges faced by Taiwanese professors when implementing EMI and to understand their perspectives in the context of Taiwan's Bilingual 2030 Policy. Spolsky's (2004) language policy framework was utilized to guide the research. Semi-structured interviews with seven Taiwanese professors were conducted for data collection and analysis.The major findings from this study show that the faculty support the Bilingual 2030 Policy and the BEST Program despite the additional labor. However, a number of the policies and procedures the Taiwanese government is using to encourage and boost EMI are out of sync with best practices for both the improvement of English language skills and the acquisition of academic/professional knowledge identified by my research participants and in the literature. Furthermore, the policies are made without meaningful and adequate resources for the stakeholders who are charged with implementing EMI, which has created different challenges. This dissertation concludes by suggesting that in order to achieve the goals of the Bilingual 2030 Policy and solve the issues that Taiwan's exam-driven culture has caused, an environment where English can be freely used and where all accents are appreciated is needed. Additionally, the Taiwanese need to regard EMI teaching and learning as a mutual process of gradual improvement through communication itself. Taiwan's Bilingual 2030 Policy should be understood as a work in progress. Establishing the glocalized and Taiwanized EMI can be critical for Taiwan and its next generations.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381192261Subjects--Topical Terms:

1148703
Pedagogy.
Subjects--Index Terms:

Bilingual 2030 PolicyIndex Terms--Genre/Form:

554714
Electronic books.

Taiwan's Bilingual 2030 Policy : = Challenges For Higher Education Faculty.
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502 $a Thesis (Ph.D.)--Kent State University, 2023.
504 $a Includes bibliographical references
520 $a The purpose of this interpretive qualitative study was to explore the challenges faced by Taiwanese professors when implementing EMI and to understand their perspectives in the context of Taiwan's Bilingual 2030 Policy. Spolsky's (2004) language policy framework was utilized to guide the research. Semi-structured interviews with seven Taiwanese professors were conducted for data collection and analysis.The major findings from this study show that the faculty support the Bilingual 2030 Policy and the BEST Program despite the additional labor. However, a number of the policies and procedures the Taiwanese government is using to encourage and boost EMI are out of sync with best practices for both the improvement of English language skills and the acquisition of academic/professional knowledge identified by my research participants and in the literature. Furthermore, the policies are made without meaningful and adequate resources for the stakeholders who are charged with implementing EMI, which has created different challenges. This dissertation concludes by suggesting that in order to achieve the goals of the Bilingual 2030 Policy and solve the issues that Taiwan's exam-driven culture has caused, an environment where English can be freely used and where all accents are appreciated is needed. Additionally, the Taiwanese need to regard EMI teaching and learning as a mutual process of gradual improvement through communication itself. Taiwan's Bilingual 2030 Policy should be understood as a work in progress. Establishing the glocalized and Taiwanized EMI can be critical for Taiwan and its next generations.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Pedagogy. $3 1148703
650 4 $a Language. $3 571568
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650 4 $a Bilingual education. $3 1148431
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650 4 $a Education. $3 555912
653 $a Bilingual 2030 Policy
653 $a Taiwanese professors
653 $a Higher education faculty
653 $a English language skills
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