Preparing English Teachers in the Twenty-First Century: The Case of Taiwan

Abstract

This definition outlines four target dimensions of global competence that people need to apply successfully in their everyday life:1. the capacity to examine issues and situations of local, global and cultural significance

Foreign Language Anxiety and English Medium Instruction Classrooms: an Introduction

“…This stipulation has been considered a drastic departure from the predominant use of L1 (Japanese) in teaching English and has aroused heated nation-wide debate (Tsukamoto & Tsujioka, 2013). In Taiwan, since the announcement by the then premier in 2018 to make Taiwan a "bilingual country," subsequently revised as "bilingual policy," 2 plenty of resources has been allocated by the Ministry of Education to the improvement of students' English proficiency and the professional development of school teachers at primary and secondary levels in the teaching of English and teaching English through English (Yeh and Chern, 2020).…”

Teachers’ implementation of bilingual education in Taiwan: challenges and arrangements

“…Similar to the other two forces, this force is not new, and the relationship between politics and language education policy has existed for decades in Taiwan. Yeh and Chern ( 2020 ) asserted that “English has functioned as the medium for Taiwan to strengthen its cooperation and exchanges with other countries in diplomacy, business, culture, technology, academia, and so forth” (p. 175). They noted that in response to these forces, the bilingual education policy has shifted policy from a traditional view of English as a subject to a more contemporary view of English as a tool for communication.…”

Mongolian Pre-Service English Teachers’ Voices about Their Teaching Practicum Experiences

“…Therefore, high-quality English teachers who "work towards transforming schoolchildren into active agents who will effectively participate in a globalized economy and contribute to national economic development" [15] (p. 27) are in demand. For this reason, English teachers need to develop their global outlook; be proficient in English; possess pedagogical knowledge, not only in communicative language teaching (CLT) approaches and principles but also in content and language integrated learning (CLIL) or content-based instruction (CBI); and be competent in educational and information technologies [16]. Moreover, teachers should be able to explore the pedagogies that work best in their teaching contexts after taking contextual factors into serious consideration and reflecting on their teaching experiences informed by their professional knowledge and expertise [17][18][19].…”

“…Globalization also necessitates integrating English as an international language (EIL) or English as a lingua franca (ELF) pedagogies into pre-service teacher education curricula since students need to communicate internationally and interculturally [16,20,21]. In addition, there is a need to incorporate social justice education into English teacher preparation programs because educational inequality associated with access to quality English language education in many Asian countries has become a great concern due to the status of the language in those countries shaped by the forces of globalization and the increasing popularity of digital technologies [10,13,[22][23][24][25].…”