With Taiwan’s 2030 bilingual policy in full swing, there has been a growing demand for global competitiveness, to ameliorate citizens’ English competency and to become more globally accessible. Education institutions across Taiwan have been actively seeking out global talent, working on bilingual lesson plans and carrying out effective teaching pedagogy to enhance the next generation. This has led Taiwan’s Department of Education to apply two different approaches for the 2030 bilingual policy, an experimental class specifically designed to have a large portion of major and minor subjects taught bilingually. (This class setting will be referred to as “bilingual class”). Bilingual classes are implemented every week and utilize as much as 50% or more of English content while being taught, Mandarin is supplemental and specifically used for “translanguaging” purposes in order to allow students to better understand crucial concepts and key points. In contrast to having both major and minor subjects taught bilingually, the second class is taught with Mandarin. This study aims to examine the effects of bilingual education implemented within bilingual classes and other classes to see if there is a direct correlation amongst students' English academic performance to bilingual learning.

Authors:
Chou-Sung Yang, National Chi Nan University, Taiwan

About the Presenter(s)
Professor Chou-Sung Yang is a University Professor/Principal Lecturer at National Chi Nan University in Taiwan

See this presentation on the full schedule – Friday Schedule

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