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Since the late 1980s, Taiwan has moved away from Mandarin-only language policy in favour of greater recognition of local Taiwanese languages as part of a greater localisation movement. While continuing to implement language policies aimed at promoting local Taiwanese languages, in December 2018, Taiwan announced intent to implement a bilingual language policy to incorporate English by 2030, titled "Bilingual Nation." Applying Ball's (1993) "policy as discourse" framework, this paper endeavours to investigate the "Bilingual Nation" policy planning and rhetoric so as to shed light on Taiwan's official conceptualisation of national identity. The case study finds that English is the primary focus of "Bilingual Nation" policy documents and is relegated to the discursive arenas of internationalisation and global economic competition. English is rarely discussed in tandem with any other specific language or language category, with little consideration for the interaction of English and Taiwan's official national languages. In sum, "Bilingual Nation" acts as an affirmation of the current status quo in Taiwan's official conception of national identity: muddled, with the assumption of Mandarin at its centre. Questions remain for "Bilingual Nation" and its ability to push beyond a symbolic state effort for internationalisation or unproductive labours for international status.

Since the early 2000s, the Taiwanese government has been increasingly employing multiculturalism as a frame for imagining Taiwanese nationhood for political and economic strategy, aiming at strengthening ties with Southeast Asian countries. In recent years, the official imaginary of multicultural Taiwan has taken a new direction to include previously neglected groups of minorities, such as immigrants from Southeast Asian countries. In 2019, seven Southeast Asian languages were introduced into the national curriculum. While this reflects the government's desire to include immigrants' cultures and languages in the formal curriculum to promote a multicultural vision of Taiwanese identity, it also potentially creates a new avenue for immigrants to negotiate their identities in school classrooms. Through two case studies conducted at primary schools in New Taipei City, this study explores the interaction of local immigrant teachers and official identity discourses. Evaluating language education from a critical multicultural perspective, we argue that minority language instruction could be a catalyst for raising the status of the speakers of these languages in Taiwanese society, but only in so far as it signifies their genuine inclusion in the knowledge construction process.

This study employed a localized bilingual education model developed in Taiwan to design a questionnaire targeted at junior high school students. The questionnaire was validated using exploratory factor analysis. Reliability testing indicated Cronbach’s alpha values for subscales ranging from 0.88 to 0.95, with an overall Cronbach’s alpha of 0.98. A total of 760 junior high school students in Taipei City who have received bilingual instruction completed the questionnaire. The results demonstrate that the questionnaire has high construct validity and internal consistency, making it a practical tool to evaluate students’ perceptions of bilingual education. Future studies should focus on qualitative research such as in-depth interviews, extend the survey to students at the university and primary school levels, and verify the questionnaire’s structure through confirmatory factor analysis.

自2018年底國家發展委員會提出「2030雙語國家政策發展藍圖」後，「雙語」成為臺灣社會最受重視的一個關鍵詞。在這五年的歷程中，社會各界對於這個政策有許多討論，也間接使這個政策於2022年3月更名為「2030雙語政策」，以避免過多負面解讀並降低爭議性。同時，國家發展委員會（2022）並進一步定調雙語政策為臺灣的國際語言政策，而與《國家語言發展法》下所規範的國家語言同為臺灣 語言政策之一部分。2030雙語政策既然界定為國際語言政策，目前為世界通用語（Lingua Franca）的英語，自然成為雙語政策中的目標語。 林子斌與王力億（2023）指出，2030雙語政策對教育體系影響規模之大在臺灣教育史上鮮見，其影響範疇包含小學階段至高等教育階段。根據教育部的規劃，國中小階段為普及提供，高中與大學階段則是重點培育。第一批拿到「大專校院學生雙語化學習計畫」的大學包含重點培育學校四所（國立臺灣大學、國立臺灣師範大學、國立成功大學、國立中山大學）、41個重點培育學院與37所普及提升學校（高等教育司，2021）。而對於大學課程的規劃與國中小和高中階段不同，在國中小階段雙語教育的彈性較大，並未綁定單一取向。其原因在於考量國中小階段皆為常態編班，單一班級中的學生在英語程度上已有落差，因此應該允許雙語教師能操作「老師教的來，學生聽的懂」之雙語教學（林子斌，2023）。高中與大學階段，因學生已經歷考試篩選，因此採用以英語作為授課語言（English as a Medium of Instruction, EMI）的取向。其中，對於大學階段的教師，EMI並非嶄新的概念。在高等教育力求國際化的浪潮下，許多大學為求招收更多國際學生已有多年提供EMI課程的經驗。過去多為各大學分散的實踐，作法也多有不同，而在大專校院學生雙語化學習計畫出現後，大學EMI的作法有清楚的界定。根據教育部（2021）「大專校院學生雙語化學習計畫全英語授課（EMI）指引」中提到EMI操作型定義如下： EMI係指在英語非母語的教育機構（non-English speaking institutions）提供的學習課程，其內容的傳遞、師生互動、學習及學術支持教材、學習成果展示與評量100%使用英語。

本研究旨在探討臺灣雙語教育政策的影響之下，雙語實驗學校如何透過雙語教師專業發 展社群以及雙語教師增能來發展並培育雙語教學團隊。本研究以質性個案研究作為研究 架構，以深入了解個案學校具體如何推行雙語教育，並以「沃土」雙語模式為分析架構 探討影響國中階段推行雙語教育的因素，以及雙語教師專業發展社群與雙語教師增能如 何影響校內推動雙語教育。研究結果發現，雙語教師增能幫助教師提升自我效能感並精 進教師的雙語教學技巧，而在內容與管道上必須多元化並賦予更多彈性空間。此外，雙 語教師專業發展社群協助雙語教師精進雙語教學，其組成需為本國籍英語教師搭配學科 教師。最後，透過個案學校的經驗提出對於臺灣國中階段實施雙語教育之省思與建議， 並作為臺灣推動雙語教育時之參考。 The purpose of this study is to explore how a bilingual teaching team is formed and cultivated through a professional bilingual teacher learning community and teacher professional growth. This study chose qualitative case study as its research framework to deeply understand how to implement bilingual education in junior high schools. It selected a bilingual experimental curriculum school in Taipei and analyzed the background and development of its bilingual education. This study used the “fertile” bilingual model as the analysis framework to explore those factors that could affect the implementation of bilingual education in junior high schools. The findings are as follows. First, bilingual teachers could benefit from attending teacher training programs, workshops, and related activities in the aspect of their self-efficacy and to increase their teaching strategies. Second, the contexts and accesses of bilingual teacher training should be verified, diversified and given more flexibility. Third, a bilingual teacher professional community provides a platform for maintaining bilingual teachers’ instruction strategies and cooperation between administrators and teachers. Fourth, the composition of the community should be local English teacher and bilingual subject teachers. Lastly, this study put forward some reflections and suggestions on the implementation of bilingual education in junior high schools in Taiwan and serves as a reference for Taiwan to promote bilingual education nationwide.

臺灣教育部於 2016 年開始推動職前教師國際教學實習計畫，至今尚無由職前教師之觀點對其進行探究。本研究目的在於透過個案研究探討職前教師參與國際教學實習對其教學內容知識（Pedagogical Content Knowledge, PCK）的影響，並以臺灣Ｘ大學為個案。研究採用半結構式訪談為資料蒐集方法，蒐集職前教師之觀點，有助於解析國際教學實習實踐所產生之影響。本研究有以下三點研究發現與結論：一、國際教學實習對職前教師的教學知識產生積極、正向的影響；二、完善的國際教學實習制度設計，有助於促進職前教師高層次的思考；三、國際教學實習時間長短影響職前教師學習效益。整體而言，國際教學實習能有效提升職前教師 PCK 能力，並具有關鍵影響。據此，本研究進一步對教育主管機關未來在推動職前教師國際教學實習計畫時，提出以下三點建議：一、建立政策檢核機制；二、完整規範國際教學實習規定；三、深化國際教學實習影響。本研究除作為推動職前教師國際教學實習政策修訂之參考，亦可進一步作為師培機構未來推動職前教師國際教育培育策略之重要依據。 In 2016, the Ministry of Education initiated the international teaching practicum program for pre-service teachers, but there lack relevant studies to explore the participants’ feedback on this initiative. The purpose of this study is to explicate the potential influence of the international teaching practicum experience on the pedagogical content knowledge of pre-service teachers through a case study at X University in Taiwan. This study used semi-structured interviews as the data collection method to gather the pre-service teachers’ opinions and to analyze the impact of international teaching internship practices. Three research results of this study are as follows. 1. International teaching practicum had various positive impacts on pre-service teachers’ PK. 2. International teaching practicum experience enhanced the high-order thinking of pre-service teachers. 3. The length of the international teaching practicum affected the richness of preservice teachers’ learning experience, and there was some positive influence of learning from international teaching practicum on participants’ pedagogical content knowledge. Based on the findings of this study, this paper puts forward three suggestions: 1. establish a policy evaluation mechanism, 2. provide a more detailed guideline of ITP, and 3. deepen the influence of international teaching practicum among pre-service teachers. Those suggestions can serve as a reference for revising the international teaching practicum policy for pre-service teachers in Taiwan and further serve as an important reference for promoting the international education cultivation strategy for pre-service teachers in the future.

世界各國研究型大學為確保其國際競爭力，除了培養國內高等教育人才，也投入爭取他國之優秀人才（鄭英傑、張珍瑋，2021）。然而，單純的薪資並無法吸引高階的人才，給予這些人才的薪酬須採用更廣的角度來進行討論（Altbach et al., 2012）。英國高等教育發展歷史 悠久，自有吸引人才前去就職之誘因。本研究以多重個案研究，藉由研究不同類型的英國高等教育機構人事制度，並做個案之間的分析、比較後，試圖從中找出可供臺灣借鏡之處。研究發現：一、個案學校對其人事制度規範有掌控權；二、在不涉及損害學校利益的前提下， 個案學校對兼職採開放或鼓勵的態度；三、薪資架構具有彈性，且由勞資雙方協調談判而來；四、個案學校對其教師提供良好福利措施，除政府規定之基本福利、休假之外，新進教師有搬遷補助，倫敦地區的學校另提供倫敦加給（London allowance），協助教師舒緩龐大的生活壓力。透過本研究結果，期提供臺灣教育部門與人事機構調整高等教育機構人事制度之參據。 Research universities worldwide strive to recruit talent to remain competitive. Countries both cultivate talent through their higher education systems and recruit talent from abroad (Jheng & Chang, 2021). Salary is one of several factors that attract academics. Creating attractive employment packages is crucial for recruiting and retaining talent (Altbach et al., 2012). The UK higher education system has a long history and is considered to be exemplary. This study explored how the UK higher education system remains competitive in terms of attracting talent by investigating its personnel systems. Case studies were conducted on three institutions, namely the University of Cambridge, King’s College London of the University of London, and the University of Warwick, and their salary scales and regulations on their staff members’ work outside the university were compared. This study also explored the benefits of working at these institutions. The research findings indicate that the institutions have autonomy in determining their human resource policy. In contrast to Taiwanese universities, which have a one-size-fits-all pay structure, UK higher education institutions are not subject to government regulation. UK universities offer competitive packages to recruit talent. All three institutions in the case study also have some say over the work done by staff members outside the university. The UK has a single national pay structure that governs the salaries of university staff members. The pay structure, formally known as “the Higher Education Single Pay Spine,” is controlled by the University and College Union, which negotiates salaries, the pay structure, and employment conditions on behalf of UK higher education institutions. Although the vast majority of UK universities have adopted the Higher Education Single Pay Spine, the three institutions in this study have their own salary scales based on Higher Education Single Pay Spine. Staff members’ salaries are regulated internally, and they receive higher salaries than those stipulated by the Higher Education Single Pay Spine. The institutions also have flexible and negotiable pay frameworks. Institutions consider several factors to determine staff members’ salaries, but, in general, staff members are assigned a pay grade on the basis of their responsibilities, experience, position (e.g., Lecturer, Senior Lecturer, Reader, and Professor are typical levels in the United Kingdom, whereas Assistant Professor, Associate Professor, and Professor are used in the US higher education system and some UK higher education institutions) and a corresponding spine value. The spine value corresponds to a predetermined salary in the pay structures and scales of each university, which are negotiated on the basis of the Higher Education Single Pay Spine. Flexibility means that staff members can negotiate their starting pay within a certain spine range. By being flexible, it does not necessarily mean that new staff members should work their way up the spine scale from the bottom. Besides, exceptional performance and academic contributions can also be rewarded through salary increases and one-off bonus payments. In addition, all three institutions are either open to or encourage their staff members to pursue consultancy or other external work if it does not affect their position in the university. The institutions have clear policies and procedures concerning external occupations such as private consultancy and contract research. All staff members must seek approval for external employment from their universities. Typically, the Heads of Faculties, Schools, Departments, or Divisions must approve their staff members’ external employment and ensure it does not affect their work in the university. Staff members must also maintain academic integrity as they pursue external employment. Some universities, such as the University of Cambridge, provide professional and legal support to help staff members with their external employment. This facilitates knowledge transfer, which benefits staff members, society, the economy, and the universities. Moreover, the institutions provide their staff members with benefits such as relocation support. Those in the Greater London area also provide an allowance and higher salaries to offset the high cost of living; this is referred to as a “London Allowance.” The study concludes by offering two recommendations to improve higher education in Taiwan in terms of recruiting talent. First, institutions should consider lifting the ban on private consultancy and other forms of external employment. These restrictions limit knowledge transfer and the influence of research. Taiwan should also support staff members’ use of commercial avenues to develop their ideas and expertise to benefit society. Second, institutions should develop flexible and competitive pay scales to attract talent. Taiwan has a one-size-fits-all pay structure for all staff members of publicly funded higher education institutions. This prevents institutions from recruiting talent from abroad. The competitive and negotiable pay scales in the UK higher education system and its other benefits are key factors that attract talent to the United Kingdom to make academic contributions; Taiwan can learn from this example.

雙語教育所欲培養的雙語能力常被認為是跨文化溝通的基礎，而教育部在其「中小學國際教育白皮書2.0」將雙語課程納入臺灣國際教育的架構中，著眼的正是基本語言溝通能力之養成。然而，本文的立論基礎在於雙語教育是否能協助學生培養跨文化素養所需之溝通能力，必須正視雙語教育處在哪個階段。因此，本文首先對臺灣雙語教育政策的發展進行梳理，並說明其在學校體系中推動時所面對的挑戰；其次剖析臺灣目前的雙語教育能量與培養跨文化溝通目標間的距離；文末提出 雙語教育的發展應奠基在現場的真實狀況，將腳步站穩並發展跨文化溝通能力之後，未來才有可能變成跨文化素養之助力。 The language proficiency fostered by the promotion of Bilingual education is often considered as the foundation of intercultural communication. In the White Paper on International Education in Primary and Junior High Schools 2.0, the bilingual curriculum is part of the structure of international education in Taiwan because language is essential for intercultural communication. However, the argument of this paper is on whether bilingual education is a pushing force to advance intercultural communication relying on the developmental stage that bilingual education is in. This paper starts by mapping out the context of bilingual education and the challenges it faces in the Taiwanese school system. Then, the gap between current bilingual education and intercultural competence is explicated. At the end of this paper, it is suggested that bilingual education has to be rooted in the Taiwanese school system well first to cultivate intercultural communication capacity so that it could be the foundation of intercultural competence.

This study explores how undergraduate students understand media literacy (ML), and how their critical consuming abilities function during a news-reading process. The participants were 35 students from the NTU Triangle Alliance. Semi-structure interview and article reading for four cases were designed for data collection. The findings show that interviewees have limited understanding of ML, and they did not consider the knowledge and skills related to media production as part of ML. While questioning the credibility of Taiwanese media, their reaction to the articles was only based on the distrust of Taiwanese media, not on the function of their ML ability such as analysis, synthesis, or evaluation. Thus, the authors suggest that Taiwanese media literacy education should not just focus on offering knowledge of ML at a cognitive level, but enhance students' competence in media literacy in higher education.

Despite being ranked highly, the 2012 PISA result shows that the M-shape distribution of Taiwanese students is top of the 65 participating countries. This shows that the gap between high and low achievers in Taiwanese schools is the biggest. This paper aims at exploring Taipei's responses to this M-shape phenomenon. It starts from mapping out the context of education reform in Taiwan and introducing measures of helping to ensure equity in education in order to close the gap between high and low achievers. Following this, the data collection process is described and the researcher's reflections are provided. The discussion then moves to recent initiatives on reshaping school culture such as through school-based programs, establishing the Curriculum Development Circle, and on reclaiming teacher professionalism and cultivating the passion for learning among learners at senior high schools in Taipei. This paper offers international readers insights into attempts to strike an equilibrium between maintaining high performance and striving for equity in Taipei.

As an action research approach through interorganizational collaboration, this study aims to develop an effective professional learning program for enhancing principals’ leadership. There are three phases in this research: program design, implementation, and feedback and reflection. With a comprehensive literature review and focus group interviews, key competences of leadership were identified. The program contents were designed through interorganizational collaboration between academics, local officers, experienced principals, and NGO practitioners. The program contains self-awareness and team building in the dark, leading for the future, curriculum and instructional leadership, systems thinking, Understanding by Design, framework and practice, and World Café dialogue. In Phase II, a four-day workshop program has been held twice in the summer of 2012. Learning feedback was posted on Facebook as informal formative evaluation during the implementation phase. In phase III, opinions and feedbacks from learners, external observers, and curriculum designers were collected to assess the effectiveness of the program. The challenges and revision ideas were proposed at the end of the paper. Through the cycle of “design-act-feedback-revision” of action research with interorganizational collaboration, the present professional development program for principals can be refined and better empower school leaders with new ways of situated learning, collaboration, and reflective thinking. Although this program has been implemented for a few times in the past two years, this paper only explained and discussed the merits and effects of the workshops implemented in the summer of 2012.

Teachers' professional identity influences the way they think and teach. For pre-service non-native English speaking teachers (NNESTs), they are at the crucial stage of constructing self-image and self-perception as English language teaching (ELT) professionals, their beliefs about English teaching and learning and their attitudes towards changing teaching contexts. Applying a closed-ended questionnaire and in-depth interviews, this study investigated the impact of Native English Speaking Teachers (NESTs) on 258 pre-service NNESTs' professional identity in Taiwan through the lens of social relationality. The results show that NESTs as significant "others" to the participants have brought conflicting discourses to the ELT profession (the micro-social context) and the policy discourse and the society (the macro- social context). In the micro-social context, the participants encounter contradictory discourses brought by the presence of NESTs in terms of what the participants can offer as opposed to what ideal English teachers should possess. In the macro-social context, the participants face competing discourses caused by the presence of NESTs, in terms of what constitutes good teaching practice, as opposed to what is valued by the government and the major stakeholders in the society. Arguably, the participants' professional identity is shaped through the process of interpreting and conjoining these contradictory and competing discourses. To help pre-service NNESTs construct a positive professional identity to support their professional lives, reforms in teacher education programs should focus on developing the teachers' "non-native" status into resources for ascertaining the needs of the teaching contexts they are operating within. [ABSTRACT FROM AUTHOR]

The status of English as a global language has played a significant role in contemporary language education policies across the world. In East Asia, the hegemony of English has been reflected in a number of central governments' policies of recruiting native English-speaking teachers (NESTs) to participate in English language education. This paper focuses on the NESTs recruitment policies in Japan, Korea, Hong Kong and Taiwan with the aim of examining how teacher professionalism is represented in these policy discourses and how this conceived teacher professionalism impacts on English teaching and learning in these countries. Through the analysis of policy texts and documents, we argue that teacher professionalism has been assigned a different agenda by the governments who subscribe to "native speaker norms" and legitimise unqualified and inexperienced NESTs in the profession of English language teaching (ELT). These antiprofessionalism policies have not achieved the intended consequence of improving students' English proficiency, but have instead resulted in the unintended consequences of damaging the quality of English instruction and jeopardising the professional identity of local non-native English-speaking teachers (NNESTs) in these countries. The results reveal an urgent need to evaluate the effectiveness of these NEST recruitment programmes. [ABSTRACT FROM AUTHOR]