The role of research in enhancing EMI teachers’ capacity: Insights into Taiwan’s Bilingual 2030 policy

• In Event: Redefining Diversity and Inclusion: Global Perspectives on Multicultural Education, Social Justice, and Language Policy

Proposal

Background
Internationalization is a critical aspect of higher education development, with many of the world’s leading universities striving to enhance academic competitiveness and attract more international students through various internationalization policies (Tsui, 2017). English as a Medium of Instruction (EMI) has become the dominant approach for delivering academic content in higher education globally, particularly in the Asia-Pacific region. In non-British colonial countries such as Taiwan and Japan, English has been prioritized due to globalization, economic influences, and the adoption of Western educational models (Tsou & Kao, 2017). In response to global demands, Taiwan’s Executive Yuan introduced the Bilingual 2030 policy in 2018, followed by the Ministry of Education’s Program on Bilingual Education for Students in College (BEST Program) in 2021. The BEST Program aims to enhance students’ English proficiency, promote EMI, and strengthen Taiwan’s international competitiveness in higher education (MOE, 2024). This initiative has reinforced the dominance of EMI, leading to a significant increase in EMI programs and courses (National Development Council et al., 2021).

Literature Review
EMI involves teaching academic subjects in English to students whose native language is not English (Qiu & Fang, 2022). Despite varying definitions and implementations, EMI has been proposed that “the delivery of content, student-teacher interaction, learning materials, academic support, the presentation and assessment of learning outcomes in courses offered by non-English speaking institutions should be 100 percent in English” within the Taiwanese context (MOE, 2021, p. 27). Scholars have acknowledged the potential advantages that EMI may offer, such as enhancing students’ global competitiveness by equipping them with essential language skills for success in a connected world. Learning in English also prepares students for international career opportunities and collaborations (Huang & Curle, 2021). Additionally, EMI can broaden access to academic resources and promote cultural exchange within university settings, enriching students’ educational experiences and preparing them for global society (Gu & Lee, 2019). EMI also attracts international students and faculty, contributing to the internationalization of higher education and fostering an inclusive academic community (Kao, 2023).

Existing Gaps and Challenges
The Taiwanese government has allocated significant funding to the BEST Program, with NT 0.57 billion in 2021 and NT 0.77 billion in 2024, to support key cultivation schools, key cultivation colleges/departments, and generalized enhancement schools. EMI teachers, standing at the forefront of the educational process, are crucial to the success of this national policy. They face challenges, particularly regarding the emphasis on English proficiency over subject knowledge and pedagogical skills (Yuan, 2023). To address these challenges, higher education institutions have established bilingual education centers and collaborated with various departments to provide training programs, workshops, and lectures for EMI teachers. Despite these resources and support, several gaps remain in effectively implementing EMI. First, the resources provided are primarily external, with little to no direct incentives for faculty members to engage deeply with the EMI initiative. This lack of motivation may hinder their commitment to adopting and sustaining EMI practices. Second, the efforts to build teachers’ capacity in EMI have not been fully internalized within the institutions. There is a noticeable disconnect between research and curriculum content, leading to a lack of contextualization that could otherwise enhance the relevance and effectiveness of EMI in specific subject areas. Third, the current EMI policy does not adequately align with teachers’ career development pathways, making them view EMI as an additional burden rather than an opportunity for advancement, diminishing their sense of ownership and long-term commitment to the policy’s goals.

Purpose and Research Questions
This study will investigate the role of research in enhancing the capacity of EMI teachers across five key cultivation schools, focusing on Taiwan’s Bilingual 2030 policy. To be more specific, the study aims to address the following research questions:
(1) To what extent does international collaboration influence EMI teachers’ research output and their perceived instructional capacity?
(2) How does EMI teachers’ research output correlate to their self-reported effectiveness in delivering EMI instruction?
(3) What are EMI teachers’ perceptions of the role of research in enhancing their teaching capacity in an EMI environment?
(4) How do institutional support and incentives impact EMI teachers’ engagement with research and their commitment to the goals of the Bilingual 2030 policy?

Methodology
We extract data from course catalogs for the 2024 academic year, covering both spring and fall semesters, to identify over 1,000 full-time faculty members teaching EMI courses in science, social science, and liberal arts. Subsequently, we use Scopus to document the research output of these EMI teachers. This includes metrics such as the number of SCOPUS-indexed publications, the H-index, the number of citations, the number of citations by studies, and the number of international co-authors. In addition, we will administer a survey and conduct interviews with these EMI teachers to gather insights into their experiences, perceptions, and challenges regarding their capacity building.

Expected Outcomes
This study expects to provide key insights into the role of research in enhancing EMI teachers’ capacity under Taiwan’s Bilingual 2030 policy. First, it will analyze the correlation between EMI teachers’ research output and their self-reported effectiveness in EMI instruction, understanding if higher research output improves teaching practices. Second, it will examine how international collaboration influences research output and perceived instructional capacity, highlighting the impact of global academic partnerships. Third, the study will explore EMI teachers’ perspectives on how research contributes to their teaching capabilities, identifying research as a tool for professional development and instructional enhancement. Fourth, it will assess the effect of institutional support and incentives on EMI teachers’ engagement with research and their commitment to the Bilingual 2030 policy. The findings are expected to offer insights into the impacts of research on teachers’ capacity and the effectiveness of the Bilingual 2030 policy in advancing EMI instruction, contributing to policy discussions and recommendations for improving support structures and incentives.

Authors

• Angela Yung Chi Hou, National Chengchi University

• I-Chun Vera Hsiao, The University of Iowa

• YITING HSU, Higher Education Evaluation & Accreditation Council of Taiwan