A Bilingual By 2030 Throwdown

Bilingual by 2030 is a complicated topic on its own terms alone. Using it as a hook on which to hang your favorite opinion without discussing the merits of the actual policy is not the way to go with this.

Revisiting the "Bilingual By 2030" plan: a note of cautious optimism

Since President Tsai’s 2nd term began, there has been renewed talk from the government and media interest in the “Bilingual by 2030” program introduced in her last term.

Some of what has been said recently is promising: 

"The younger generation of Taiwanese need to learn how to clearly explain to the international community what kind of country Taiwan is, as well as its core values and its people," the president said. 

She said one major problem of Taiwan's current English teaching is that schools focus more on teaching vocabulary and grammar. 

"We need to provide a comprehensive English learning environment so that speaking English becomes a very natural thing in the country" she said, adding that this will be a major challenge for the government over the next 10 years.

The program follows the same general principles of the “bilingual” English program created in Tainan City under then-mayor (and now Vice President) William Lai. 

I wanted to discuss the various elements of this policy, how they’re being approached on a few different levels, and what the issues are likely to be. I’ve written about this before, but that was back when the plan had just been announced, and nobody was really sure what to say about it, myself included.

Some of my concerns have since been addressed. Others remain, not all of which I'll discuss here. Generally, however, I'm more cautiously optimistic than I was before.

What is the program, exactly?

The first concern is the term “bilingual” - it’s confusing in a Taiwanese context, because Taiwan is already multilingual, so it would have been smarter on the part of the government to call it “Multilingual by 2030”. Thanks to the clunky title, there is a common belief that the goal of this program is to make every Taiwanese citizen fluent in English by 2030. That’s simply not the case. 

The endgame is better as improving the overall level of English proficiency in Taiwan (which is not the same as “making everybody fluent in English”) and making business and government affairs more internationally versatile - a Taiwanese populace that can go out into the world with the language skills they need to study, work or simply talk about Taiwan (or anything else) with foreigners, and a country that is accessible to international business. 

“Proficiency” has many levels, however. Nobody thinks every Taiwanese citizen will suddenly become fluent in English. Even in highly English-proficient societies like Hong Kong and Singapore, actual ability varies quite a bit between individuals. That’s normal. 

Another concern is that the program will simply involve more English class hours in school, which will necessitate importing large numbers of foreign teachers to teach these classes. I don’t know the exact plan for the number of dedicated English instruction hours, but I can say that one big push of the 2030 program is to increase CLIL (Content and Language Integrated Learning) instruction: to teach some non-language classes (such as math, science and history) in English, not necessarily increase dedicated language class hours. This is good, as one basic tenet of language acquisition is that input and interaction in a variety of authentic situations and environments brings about fluency - for example, taking classes in other subjects in that language - moreso than direct language instruction.

One issue with this plan is that there may not be a large enough pool of local teachers who are willing to teach these classes in English, and I’ve already heard of reports of pressure from school administrators on teachers who don’t necessarily want to agree to this, but are being pushed to do so anyway. 

If it actually works, however, CLIL-based instruction has the potential to accomplish what more hours of traditional language instruction could never do. It’s one reason why English proficiency remains strong in former British colonies across Asia: they tend to offer English-medium instruction.

Generally speaking, the more people are informed about the program, or the more involved they are in it, the more optimistic they are about it. That’s a good sign. A lot of ‘involved’ people I know say that it’s a solid idea without a fully-fleshed-out game plan, and how successful it will be depends on how well it’s implemented. It could end up being successful far beyond most people’s modest expectations, or yet another performative act in the country’s repeated attempts to “internationalize”.

The colonial history of English in Asia, and why Taiwan is different

Of course, Taiwan is not a former colony of any English-speaking power. That means it lacks the English “advantage”, but also that English in Taiwan is not necessarily mired in post-colonial discourse. It’s important to remember that in those former colonies, access to English was given primarily to local elites as a way of ‘bringing them into the fold’ - that is, ensuring their loyalty to and even desire to imitate their British colonial masters. For everyone else, the British actually pushed local-language instruction. They framed it as respecting local cultures and customs (at least, one person writing about Hong Kong put it that way, even invoking “Confucian values” long before that term became a drinking-game level cliche), but in another sense, it was blatantly about ensuring that non-elites would not start getting ambitions beyond what the British wanted of them: to remain manual laborers whose efforts enriched the empire.   

If all that makes you feel squicked out - it should. 

What Taiwan seems to be attempting to do is compete with these former colonial nations (yes, I treat Hong Kong as a nation) in terms of English proficiency, without the colonial baggage it came with. I honestly cannot think of another example where that has been successfully done. 

The good news is that this freedom from an English-speaking colonial history means that the English education in Taiwan can be discussed in terms of its utility for Taiwan domestically and in terms of international communication. 

The real key: local talent

This would also not necessitate the mass import of foreign teachers of dubious quality (I’ll get to the quality of instruction later). It would not even require bringing in many teacher trainers to train up locals. 

Instead, the hope is that the country will tap its domestic language teaching talent - the best and most qualified Taiwanese teachers - who can be trained up and mentored to become teacher trainers themselves. The “foreigners” - which includes foreign teacher trainers already based in Taiwan - would at that point take on more of a support and mentorship role. There could be some outside help and possibly new teachers hired from abroad, but mostly the plain is not to kick current teachers out in favor of a bunch of foreigners. Instead, it’s to create a robust CoP (community of practice, in which experienced teachers with training skills induct more junior or novice teachers into the profession) that is self-sufficient and self-renewing from within Taiwan. 

There are other initiatives - translating government documents and websites, ensuring that travel and business information and basic services are available in English - I’m less qualified to speak on those plans. I do hope the government realizes that there is already a strong base of Taiwan-based editors and translators - both local and foreign - who could potentially do a good job with this if they were properly recruited and incentivized. 

Addressing Concerns: Local and minority languages

There are concerns that focusing on English will damage the status of local and Indigenous/minority languages (some of these criticisms are clearly partisan attacks - ignore those - but not all are). This is an issue, but I don’t think it’s as dire as some are predicting. First of all, there’s a lot of intersectionality in those local languages. Taiwanese is generally considered one, but we can’t exactly call it a ‘minority language’, can we? Outside of northern Taiwan, it’s not. And Taiwanese - suppressed for so long by Mandarin - has also played an oppressor role against Hakka and all of the Indigenous languages. 

I do think if we’re going to talk about English as the potential oppressor of these languages, that we first need to grapple with the damage that was intentionally done to them by Mandarin (and perhaps less intentionally, but still just as damagingly, by Taiwanese). This is where a ‘multilingual’ rather than ‘bilingual’ perspective would be helpful. 

The thing is, these local languages tend to be community-learnt. Attempts to turn local and Indigenous languages into ‘school subjects’ have not generally been successful - if my reading is correct, that’s true around the world. They tend to flourish when their widespread daily use is promoted in communities, supported by a variety of media that users of those languages can consume.

The question is, what do these speech communities want in terms of promotion and support of their own languages in Taiwan? Has anybody asked them? (I’m guessing not.) What kind of funding might they want, and how might it be used? The government would have done well if, while turning its eye to English, it had also focused on building multilingual initiatives - asking these various communities in Taiwan what sort of support they would like, and then providing it. Not every family teaches their children the language of their ancestors, and whatever support they might want in changing that pattern, where it exists, is vital and should not be pushed aside in favor of a sole focus on English. 

English, unlike local languages in Taiwan, will probably not be learnable in a ‘community’ setting such as this for quite some time, if ever. From that perspective, the plan to increase exposure to and use of English won’t necessarily be taking much away from local languages - they would occupy two different spaces, and already do. Tsai has said that one goal of this “Bilingual by 2030” plan is to equip Taiwanese with the ability to tell Taiwan’s story to the world, which is a laudable goal. English - a second language - would be a language for looking out into the world, and welcoming the world to Taiwan. Local languages would exist for living within Taiwan, and maintaining local knowledge and heritage.

That’s not to say that local languages can never have a place in schools in Taiwan. But, it will be hard enough to get local teachers ready to teach non-language subjects in English. How difficult will it be to find teachers who can teach math, geography, health or other subjects in Taiwanese, or Hakka, or Atayal, or Rukai, or Amis? I certainly think it would be a worthwhile effort, but I would not expect immediate results. 

The dividing lines of English

As English seems to always bring class divides with it, there's a concern that middle class and wealthy urban Taiwanese will benefit more and deepen inequality. One can see signs of this already among the children of the upper middle class and wealthy, who are more likely to grow up around English, have family members who speak it fluently, often studying abroad themselves. In a sense, it echoes the way English was brought to Asia originally. Just remember that the same used to be true for Mandarin in Taiwan.

That is a real concern to be addressed if we want to break down these barriers. If a robust CoP is created that has Taiwanese teachers training their junior colleagues, rather than bringing in foreigners to train up locals, then that knowledge will be more easily disseminated to smaller communities and schools with fewer resources. I’d also suggest making education resources more equal across the country, obviously. 

It is quite unreasonable to expect a kid from a more marginalized community to grow up in Mandarin, and then pick up several second languages (English plus Taiwanese, or Hakka, or an Indigenous language). It’s more reasonable to work towards a society where both Mandarin and local languages are learned as mother tongues within various communities, with some education support available in ways requested by those communities for non-Mandarin languages (Mandarin has been so wholly foisted on Taiwan that it hardly needs any support), and English is more robustly taught as a second language. 

In fact, I’ve met more than one person in Taiwan who prefers to communicate in their local language (usually, but not always, Taiwanese), will choose English as their next preference, and will avoid Mandarin if at all possible. That means there is an opportunity for English to push back against Mandarin language imperialism in Taiwan, if people decide to use it that way.

The demand side

Some have spoken of the need to create ‘demand’ for English, not just spending money creating supply of instruction. I’m less worried about this - the demand is there, if we can connect it to learners’ actual motivations. There are teachers in Taiwan who reluctantly admit that many students see English merely as an academic subject, and study it simply to get a test score and further their education. But, leaving aside the massive amount of English-language media that many Taiwanese do consume and express a wish to better understand, there’s the fact that most regional business (not just global business - I mean across Asia) is conducted in English. As much as China might like it to be otherwise, English, not Mandarin, is the language of regional communication in Asia. 

Are Taiwanese youth interested in communicating with people from other Asian countries? Do BTS fans want to connect with each other even though they don’t all speak Korean? Are politically-minded youth interested in the meme-heavy Milk Tea Alliance or its slightly stodgier, more clearly political Network of Young Democratic Asians? Are they interested in working or studying abroad, or working in Taiwan for an international company?

Yes, many of them probably do. 

The demand is there, and it’s not always a function of linguistic imperialism, where the periphery is trying to imitate some sort of White, Western center. We just need to connect it to how we deliver the supply.

Institutional constraints: testing

That’s where my own concerns come in. The research is clear that Taiwanese teachers in general are aware of more communication-based teaching methods, and in fact there is a strong (though not universal) desire to use them. (I've read this research but need to get a dissertation draft in - I'll link it when I have time). 

Elementary school teachers report the highest feeling of freedom to teach their learners in communicative ways. At higher grades, however, the washback from the testing system causes teachers to feel they need to focus more on preparing learners for major exams.

In short, a large number of teachers in Taiwan want to do more with language education, but feel constrained by tests that simply do not reflect actual language knowledge. (I’ve seen some of the tests. In some cases the expected answers are actually inaccurate, or only one answer is accepted when more than one answer is possible.) 

If everyone wants to move away from focusing mostly on “grammar and vocabulary” and towards communication,  then the biggest obstacle holding them back is the exam framework. At least for foreign language education, it simply has to go. If there has to be an English requirement for school admission at all, require an international proficiency exam score (the cost of this should be subsidized for students from lower-income families) or simply have an oral interview. 

And yet the exam framework is the one thing nobody is discussing doing away with.

More institutional constraints: language teaching qualifications

My other concern is the language teachers that the government is hoping to bring in from other countries. As it stands now, one can get some teaching jobs in Taiwan with just a substitute teacher’s license, which can be obtained with little or no experience and minimal training in some places. However, reputable and internationally-recognized language teacher training programs - such as the CELTA, CertTESOL, CELT-P, CELT-S, TYLEC and more (there are others, including higher level training programs) - are generally not recognized. 

Part-time postgraduate programs like mine, which is face-to-face but takes place over several years, are also generally not recognized. There’s no reason at all for this, as part-time programs deliver the same content as full-time ones.

There has been talk of Taiwan creating its own language teacher training program, which feels unnecessary as there are so many good ones already available. But without recognizing the programs which already exist, there is no clear existing local framework to assess the quality of these new hires.

When assessing teacher training programs, it’s not difficult to figure out which ones deserve recognition. We don’t have to officially sanction shoddy weekend or online TEFL certifications.  Stipulate a minimum number of practicum hours that candidates must teach and pass - let’s say, 6 - and you’ll have weeded out all the scams and be left with more reputable courses. 

And yet, there is not nearly enough discussion of changing this paradigm. 

Along with that, it would be smart for the government to officially pivot away from native speakerist policies that privilege inexperienced Westerners from a handful of countries over qualified teachers from around the world, which could bring a diversity of knowledge and intercultural awareness to Taiwan. In fact, improving intercultural awareness might be the biggest benefit of Bilingual By 2030. We also need to do away with nonsensical laws:

What’s odd about this rule is that English is not an official language of the US, UK or Australia - which have no official languages. And yet, you can get a language teaching job if you are from any one of them. Guess where English is an official language - places like Nigeria, the Philippines, India and Singapore. And yet you don’t see schools or the government rushing to hire teachers from these places, either. 

Finally, I have grave concerns about the buxiban system, which I won’t go into here - we all know what the problems are. Buxibans could be a force for good in making English more widely accessible as a tool for communication, but not as they currently exist. Parents, however, often have no clear way of assessing which buxibans attempt to provide quality language learning, and which are overpriced daycare centers. I would like to see that change. 

Cautious Optimism

I’m more optimistic than many about Bilingual by 2030. 

While not all Taiwanese will become ‘fluent’ or even highly proficient in English, nobody is expecting them to. Those who do use their English skills to go out in the world and introduce Taiwan to the international community - whether directly through activism or indirectly as simply Taiwanese citizens living abroad or working with foreigners - will be worth all of this effort. 

If implemented soundly, it has the potential to make Taiwan more interculturally aware - imagine a Taiwan where blackface videos aren’t considered comedy! - without necessarily impinging on or damaging local cultures and speech communities. If the right trainers are found to participate in a robust local community of practice in which Taiwanese teachers take the lead, more teaching qualifications are recognized, a CLIL program is successfully implemented after sufficient (and ongoing) training and support, and the English examination system is completely dismantled, Taiwan might successfully do what few countries have managed: gain the benefits of an English-proficient society without the colonial baggage. 

The fact is that Taiwan can’t isolate itself. Certainly local languages certainly matter and deserve support and attention to the same extent as English, but while Taiwan can’t only look outward, it can’t navel-gaze either. If Taiwan wants to see the world on its terms and maintain its sovereignty in the face of a screeching, frothy-mouthed, annexationist neighbor, it has to get those messages out to the world. Like it or not, as of now the way to do that is better English education which focuses on English as a communicative tool rather than a purely academic subject.

Honestly, it is possible to do both: to promote local cultures and support local speech communities, and support greater internationalization. I honestly think the two are only mutually exclusive in the minds of people with their own agendas.

Generally, I believe that the government understands this. They get the big picture. They see why it’s important and what the endgame should look like.

I do worry that some of the details are being overlooked, some of which - like the complete unsuitability of the exam system and the lackadaisical, uninformed way qualifications are often evaluated - might be exactly the details that bring the whole thing down. I worry that a focus on bilingualism rather than multilingualism will turn out to be a liability. 

But, there is still time to do this right.