本文以教育部推動全英授課（EMI）計劃為緣起，除探討台灣推行雙語教育之侷限性外，在雙語教育上，不論是學與教，EMI都應具備雙課程目標與雙課程評量。然而經分析後EMI應該不是提升學生英語能力的有效教學法。《歐洲語言共同參考架構》自2001年出版之後，對世界的語文教育尤其是語言檢定的分級影響深遠，然而語文素養的概念卻不見其中，而以培養學習者語文素養為教學目標並有其教學成效的神經語言學教學法或可作為台灣英語教學法的選項之一。

This article is based on the Ministry of Education’s promotion of English as Medium of Instruction (EMI) project. In addition to exploring the limitations of bilingual education in Taiwan. And in bilingual education, EMI should have dual curriculum objectives and dual curriculum assessments, both in learning and teaching. However, after analysis, EMI might not be a very effective approach to improve students’ English competence. The publication of the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) in 2001, had a profound impact on language education around the world, especially on the grading of language evaluation. However, there is no concept of literacy in the CEFR. Therefore, the Neurolinguistic Approach (NLA), which aims at developing learners’ literacy, may be one of the options for English teaching methods in Taiwan.