2030雙語政策下高等教育推動全英文授課的幾項反思

Bilingual Nation by 2030? Some Reflections on EMI in Higher Education

我國國家發展委員會於2018年所提出之《2030雙語國家政策發展藍圖》旨在「厚植國人英語力」與「提升國家競爭力」，其中屬於高等教育領域的「大專院校學生雙語化學習計畫」（BEST），引起特別廣大關注，該計畫的執行策略有四：重點培育標竿學校或學院、普及提升、擴增雙語教學人才、以及資源共享與校際合作。本研究即以一所獲得「普及提升」經費補助的大學院校為研究場域，先分析「大專院校學生雙語化學習計畫」此一計畫對高等教育進行與規劃全英語授課的影響，再透過訪談任教於該校的一位英文老師進一步反思與此雙語政策相關的四場實務經驗，探討政策面與實務上的碰撞火花，檢視二者之間的關聯交集與對話，最後提出對未來高等教育階段持續推動EMI的相關建議。

Released in year of 2018 by National Development Council, the Blueprint for Developing Taiwan into a Bilingual Nation by 2030 aims at enhancing English communication competence and boosting competitiveness of Taiwan in the globe. This policy covers compulsory education, higher education, civil servants, and official offices. Moreover, one program that has been raising special attention to a great extent is the Program on Bilingual Education for Students in College (BEST) on April 20^(th), 2021. It claims to utilize English as a medium to deliver specific-domain knowledge, called EMI (English-Mediated Instruction), and thus, demanding both expertise in TESOL/TEFFL and domain-specific knowledge. Via interviews with an English lecturer working at the target university in Southern part of Taiwan, funded by MOE, this study analyzes how the university designed her EMI courses, and examines the correlations between the policy and practices. Last, some suggestions are given to continue promoting EMI at higher education in Taiwan.