Bilingual by 2030- How do we get there?

        As a licensed, expat Canadian teacher living in Taiwan, I have mixed feelings about the “Bilingual 2030” policy- an initiative to make Taiwan a bilingual nation by 2030. Although I already practice Content Language Integrated Learning (CLIL)- teaching content through the language they are learning- in my classes to some degree, I do wonder, at times, if I am doing my students justice. I have never received formal training in CLIL and wonder about the progress of this policy by 2030.

Having been in Taiwan for a number of years, I had the pleasure of getting to know local Taiwanese teachers, and working alongside them. However, I was the one that had to seek them out. With the current system, foreign teachers and local teachers have very little contact, if any, with each other. It’s as if we are two different communities, different entities that shouldn’t work together. 

I disagree with that thought. Based on my understanding of the policy, I think it would be more beneficial if both parties were explicitly encouraged to work with one another. Indeed, it seems like the government wants to radically change the education system, but struggle with implementing it. It seems like they want to imitate educational systems from the Westernized countries like Canada and the United States, where students are encouraged to think critically and communicate in English fluently,  critical skills when studying abroad and working in the global market. 

But how do you do this when you have been stuck with lectures and rote learning for so long? How do you radically transform a system that has been static for decades in less than ten years?

I do not have the perfect solution, but I am introducing a few possible pathways. For one, creating an environment or a space for both foreign and local teachers to network would make a powerful impact. I believe that networking with other professionals provides you with opportunities for multiple resources. It could be a place where educators from all sectors can share ideas, explain cultural nuances and support one another in this major shift in education. 

Another way to support teachers would be to host and even subsidize professional development. Sufficient training will give teachers the confidence and the support needed to experiment with various methods of teaching in the classroom. Instead of continuing to hire non licensed English speakers to teach the content, the government could invest in their current teacher workforce. 

This is not to say that the nation needs to stop bringing in international teachers. Instead, I would recommend  having stricter requirements in the hiring process. Too often, schools content themselves with Caucasian native English speakers to teach young students. Many organizations would barely look at the candidate’s credentials and simply view teachers as warm bodies in the classroom. As a result, students are not taught by true professionals and are missing out on opportunities for authentic learning. 

I am well aware that I was able to benefit from the system in the past, being hired as a foreign English teacher with a Western degree definitely gives me an edge over my fellow Taiwanese colleagues. I am well aware of my privilege. However, I do believe that with stricter regulations, investing in the current teachers- both local and international-, and creating a stronger community of educators would be worthwhile for the success of “Bilingual 2030”.