A Thin Comfort

Taiwan's eternal light

When I'm extremely stressed, I engage in a practice that is likely very common: curling up on my bed and covering myself completely in a blanket. Phone nearby but not within perfect reach, lights off. In the US, that blanket would probably be a thick afghan or quilt. In Taiwan it's usually some thin linen drape. It doesn't matter; I just need to be covered. I don't even take away the throw pillows on the bed. Yes, I'm the sort of person who keeps throw pillows on her bed. 

I've found myself curling up this way more often in the past few months, as I've dealt with a fair bout of career anxiety. It's not just that I'd be making a lot more money if I lived in a number of other countries, but that I'd likely get to take my work in the direction I truly want it to go. 

Since 2011, I've been more or less consistently enrolled in some sort of teacher training program. First CELTA, then Delta, then a Master's program, plus a few short courses here and there. That first CELTA course changed the direction of my life; I didn't just go from someone who was teaching English "as a job" to someone who wanted to lead classrooms of adults as a career. I also became a full-throated convert to the power of good teacher training. 

Obviously, I wanted to be a better teacher myself. As good as I could possibly be -- which, as it turns out, is not perfect. I mess up too. But I also wanted to help other teachers develop their skills. I felt I could make a bigger impact on the world, or at least the education world, by doing so. I haven't loved every teacher training course I've led, but the direction, in general, has always felt right. 

And yet I've realized over the past year or so that there are limitations to this career path in Taiwan. There simply are not enough teacher training opportunities. Those that exist often get outsourced to international firms based in places like the UK. This is a direct result of people who have the power to decide whether to take a training contract choosing not to take one, and the organization needing the training looking elsewhere. 

This is exactly the sort of thing I was hoping to avoid by taking the freelance route. I struggle a lot with the idea that decisions might be out of my hands. I can work with a team but I am not a natural follower. I wanted quite specifically to be in charge of what classes I take and when I'm free to take them. I never want to be told by anything other than my bank account that I can't take this or that trip.

Instead, I've found that I'm too far removed from those decision-makers to be heard, and it probably wouldn't matter if I was heard. After all, it's not as if they aren't aware that teacher training in Taiwan should be sourced as locally as possible, to people who know the local context. 

Please don't misunderstand: I'm grateful for every teacher training opportunity that comes my way. I find most of them meaningful, impactful, intellectually challenging to plan and execute and personally satisfying. As with a great deal of impactful work, whether it improves the world in some tiny way has become more important to me than whether or not I enjoyed leading it. And yet, I do generally enjoy them.

Friends have recommended I start my own local training business. I don't want to do that -- first, I'd be in direct competition with people who've been in the field longer, whom I like, respect and have perhaps even acted as mentors. Second, I want to be a teacher, not a business owner. Running a business is its own job and skill set; a job I don't want to do, and a skill set I lack and am not terribly interested in acquiring. Reading books about Taiwan or studying two unrelated languages at the same time -- one of them through Mandarin -- are more attractive than learning to balance books or engage in marketing. 

In other words, as a teacher (or teacher trainer) I have the time and energy to learn Armenian and Taiwanese. As a business owner, I'd spend that time figuring out how to make and keep my business profitable. No thanks! 

It is a thin comfort that I know I'm usually very good at my job, and I learn from whatever mistakes I make. It's not enough of a comfort, though, when I think about what I could be doing if I weren't committed to Taiwan.

I have found other career outlets that satisfy me. This is another thin comfort. I've been doing a lot of work in language learning content development and online materials design recently. It scratches the same itch of being meaningful, impactful (one hopes -- it's not live yet) and intellectually challenging. In my own training I found that leading other teachers and creating materials were two strengths. I've also been doing a lot more paid writing, some of which you'll hear about soon. 

These frustrations and their associated comforts have caused me to consider moving in a new direction, out of the classroom and into full time materials development. I haven't found the right job in Taiwan, and most jobs abroad are no longer fully remote, but it's an idea on the horizon if I can't make a full career of teacher training -- and it looks increasingly like I can't.

I had a choice: Taiwan or my career, and I chose Taiwan. Potentially leaving the classroom for something different feels like leaving a religion, but here we are. It bothers me quite a bit that my complaint isn't about pay exactly, or finding a specific full-time job, but about being able to explore a career direction at all. 

This leads me to my final thin comfort, which I alluded to in my last post about staying in Taiwan. It may seem tangential to this post, but in my mind, it isn't. To take that kind of personal and professional hit, there must be a damn good reason. It can't all be night markets and 711! 

As I explored in that last post, despite its problems, Taiwan's fundamentals are solid -- democracy, a push for equality and open-mindedness, crucial services like public transit and national health insurance. Society moves generally in the right direction, and that makes it worthwhile to stay. 

What I realized from writing that post, however, isn't just that Taiwan has a lot of great things going for it. It's that what Taiwan gets right are also benefits that Taiwanese citizens enjoy. They matter because they're not just good for me -- they impact everyone positively. 

So many of those "best countries for expats" type articles talk about superficial benefits that really only apply to white foreigners. You know, how much an expat can make relative to the cost of living, what great homes they can rent or buy on the cheap, job and life opportunities that locals mostly cannot access.

I hear the same from the occasional older foreigner in Taiwan, waxing nostalgic about the "good old days" when Taiwan was "exciting" or opportunities where "everywhere". Usually, they're talking about the late 1980s or perhaps early 1990s. 

Okay, but a lot of my Taiwanese friends were children or young teenagers then, and were still being told by their parents not to even have, let alone express, an opinion lest they end up in prison or worse. A student once told me he was warned by his family not to say too much or even speak Taiwanese outside the family, or a "white truck would come in the night." Yikes. 

Who gives a shit about excitement or opportunities for foreigners when that's the local situation?

Of course, many Taiwanese look back with maudlin candor on the Chiang Ching-kuo era. Taipei elected a whole mayor based on it, and that's bullshit. Such an opinion does not cancel out what my local friends have said they experienced.

That's what Taiwan offers -- a better society than the one it had. For everyone, not just expats. Would my life as a white American be "better" in these ways in most of Southeast Asia? Yes, absolutely. But it would be a superficial improvement; it would make only my life better. 

In Taiwan, perhaps I cannot always feel the impact of things like "democracy" and "same-sex marriage" directly on my own life. After all, I could probably have the career I want in, say, Vietnam -- but Vietnam is not a democracy and does not have marriage equality. I might make more as a corporate rat racer in the US, but much of the US no longer recognizes my bodily autonomy and in some states, it's straight-up illegal for some of my friends to exist. 

In fact, if I hear Westerners talking about a country that's great to live in because you can make so much money, or it's a lot of fun for them or they can score more women than they could back home, it's a good sign that I shouldn't live there -- I'm not interested in a fever dream for white people.

If long-term foreigners are talking about the problems they and the country face and how life isn't always perfect for them, then it likely means their lives are at least a bit more like those of locals. It will never fully be the same, but it means the advantages that country offers are probably accessible beyond expat enclaves.

The benefits Taiwan offers are good for society, and it's better for everyone if everyone benefits. Even if I can't vote, it's better for me, for society and for those I care about that my Taiwanese friends can. My opinion might not matter, but again, it's better for everyone that my Taiwanese friends can protest and not disappear.

That's not to say Taiwan is perfect, but again, the fundamentals are good. 

Is that worth what I consider a major career sacrifice thanks to one of Taiwan's many imperfections? Is that blanket sufficient to comfort one in times of distress? 

It has to be. It has to be.

The 2022 Updated Teacher Training Post

A few years ago, I wrote a long post detailing every teacher training opportunity in Taiwan, from short certification courses all the way to a discussion of whether or not to do a PhD. That post is still relevant (and I've updated some links as well), but I'd like to offer a narrower focus. Cut out the noise and just look at a few key options that might be the best fit for the person who asks this:

I'm a foreign English teacher in Taiwan and I want to get some accredited training to do my job better. How can I do that without leaving Taiwan?

Depending on your needs, prior experience and teaching credentials, any one of these programs might be right for you. You may even choose to do more than one -- I stacked a CELTA (which is like a CertTESOL) on top of a Delta (like a DipTESOL) and topped it off with a Master's. Or, you can take one course and call it good -- you'll still know more and improve more quickly than just about any teacher that doesn't invest in their professional development.

The Trinity CertTESOL and TYLEC

These are fundamental certifications -- the CertTESOL is similar to the CELTA (although it is slightly harder) and focuses on the basics of teaching. You can take this and go on to teach children/young learners, however, your teaching practice will generally be with adults. Both courses require some pretty intensive input sessions -- the CertTESOL usually meets every weekday morning for a semester. You'll have to teach quite a few assessed lessons, do observations and take exams, as well. While it's possible to do this while having an afternoon job, you will be extremely busy. However, people do it. (If a 4-week intensive option is ever offered, you'll want to take time off for that -- it is not possible to take that course and work at the same time.) 

The CertTESOL can be taken by pre-service teachers, that is, people with no teaching experience, but is also helpful to teachers with experience who have no prior training. It is hard work, and you'll want to be ready for that. The CertTESOL is accredited at Level 5 in Europe and the UK. It's a 130 hour course, not including significant self-study time.

The TYLEC is a little different. The acronym stands for the "Teaching Young Learners Extension Certificate" and is a level up from the CertTESOL. It's actually significantly more difficult, accredited at a Level 6, so applicants do need significant teaching experience or an initial teaching qualification (which doesn't have to be the CertTESOL, by the way). It focuses on teaching younger learners and, as with the CertTESOL, you'll have quite a bit of input. You'll also have to keep an observation journal as you observe other young learner classes, and teach your own assessed lessons for more than one level of learner. The 60 hours of guided learning do not include a similar amount of necessary self-study.

If you want an initial high-quality qualification that will help you teach any age and level of learner, and have no prior certification and not much experience, go for the CertTESOL. If you are committed to teaching young learners and do have significant experience or a qualification (better yet, if you have both), the TYLEC is probably a better fit for you.

Both of these courses can be taken at InspiredCPD. 

The Trinity DipTESOL

Similar to a Cambridge Delta, the DipTESOL is for committed teachers who have an initial qualification and significant post-qualification teaching experience (usually the rule is two years, though it might depend on the quality of that experience). It's equivalent to a Level 7 on the European accreditation system. It requires more of a time commitment (150 hours of input sessions, plus far more self-study), but is split into multiple sections. 

As such, it's also more expensive than a CertTESOL or TYLEC, but if you're committed to teaching as a career, I would say it's worth the money (I have a Delta and found it to be the most challenging and rewarding of my various qualifications).

The CertTESOL runs about NT$55,000, the TYLEC is $70,000 and the DipTESOL runs about NT$110,000. Payment terms are flexible, however. 

Why not CELTA and Delta, you ask? Because while there are online options for both -- I did a Delta from Taiwan -- the Trinity courses are now offered face-to-face in Taiwan.

The DipTESOL can also be taken at InspiredCPD. 

The International Teaching Master's from Framingham State University (Master of Education with a concentration in International Teaching)

Brendan is currently enrolled in this program and seems quite satisfied with it. So, rather than talking about a course I didn't take, I'll let him tell you about it:

The program I’m in is entirely online due to Covid-19 (though I don’t know if that will continue to be true for future cohorts). It consists of nine courses, each of which lasts for about five weeks and are designed to be doable while also working full-time. The courses are spaced so that we get a month-long break between them. Tuition fees are currently just over $650 per course.

The material is clearly designed first and foremost with K-12 education in mind, which is different from what I do in my own work (my students tend to be university age or older). But I personally see this as a positive: my formal education in the field so far consists of a CELTA and a DELTA, which are about language teaching for adults, so it’s nice to be able to get a broader perspective on teaching. The professors are aware that the students are from a variety of teaching contexts, and there’s been nothing so far in the material that I haven’t been able to make relevant to my own situation.

Of the material I have studied so far, I would say the most relevant has been the course dealing with special education and learning disabilities. Although much of it was focused on young learners with disabilities, much of it can also be applied to adult students, and it really got me thinking about how I can more actively work to make my teaching accessible to all.

I like this program because I feel it is making me more well-rounded as a teacher and is helping fill in a lot of the gaps in my professional knowledge. I don’t know what I’ll be doing professionally ten years from now, and I feel this program is helping to prepare me for multiple options.

It's worth noting that the Framingham program is not specifically about English teaching, and there's nothing in it that focuses on TESOL in itself. However, it's useful for a wide range of teaching beyond TESOL. Framingham does offer a program focused on English teaching, but it's not available as often due to lower demand.

The link in the header to this section will take you to the program's main page. You can also get on the mailing list here. 

A teaching certificate through TCNJ or Teach-Now (through Moreland University)

Both of these programs focus on general teaching, not TESOL specifically. Both require practicums. TCNJ (Teacher's College of New Jersey) hosts lectures in Hsinchu -- or at least they did pre-COVID -- there's a solid chance they've gone online in recent years. Contact them directly to learn about their post-COVID setup, to see if there have been any changes. The program requires no dissertation but does lead to a Master's. From my last post:

TCNJ also qualifies you to take the Praxis II (teaching qualification exams in the US), available on a very limited basis in Taiwan.

The program requires you to be teaching more than English as it's not specifically a TESOL course but rather one for general young learner education, and your practicums are done at your own work location. The program doesn't require a dissertation but it does require you to take the edTPA.

 

TeachNow costs $6,000 and runs for nine months, but is flexible. There are nine modules -- a friend describes it more as a BEd program than a Master's, but praises the training as practical and reflective. "Quite sweet" he called it. They have rolling admissions so you can join anytime. There are virtual practicums in the last few months -- you have to teach 5 classes and record them. You should have a mentor in your local setting and through the program, and you cover everything from technology in the classroom to classroom management, lesson planning and learning culture. 

There is of course self-study which can take a variable amount of time. One friend in the program says it takes less than they say, another says that a single practicum cycle including recording and editing the lesson for submission takes 6-8 hours. I don't know how easy it would be to do if you don't have access to a local mentor through work, but it may be a good option. 

A friend doing TeachNow through British Council in Vietnam says that the program has definitely made him a better teacher. You can't get a better endorsement than that! However, unlike TCNJ, you'd mostly be interfacing with the program online. TeachNow leads to a K-6 teaching license.

For both TCNJ and TeachNow, you have to do the teaching license exams. TeachNow gives you a teaching license in Washington, DC but it can be transferable. If you're not American there are some extra steps to follow, but theoretically it can be rolled into a UK qualification like QTS (Qualified Teacher Status).

Other local and online options

These training opportunities are not the only ones available for foreigners looking to improve their teaching qualifications and abilities. My earlier post outlines some online options including MATESOL, PGCE (a British qualification) and programs through Nile, Bell and The Distance Delta. It also covers local options through Taiwanese universities, the Teaching Knowledge Test and a local certification program which runs 35 hours and now includes online options. Have a look there for more details.

Taiwanese education is not particularly "Confucian"

It sure looks traditional but they've also got bags on their heads.

Happy Teachers' Day! I happen to be off today for reasons completely unrelated to the holiday. So I wanted to circle back to a topic I've hit on before, but bears repeating for emphasis: 

There's a cliche popular in Taiwan that Taiwanese education is "Confucian" or based on the philosophy of Confucianism.

This is used as praise where it succeeds: high standards, high societal respect for education, universal secondary school and near-universal tertiary education, educating some of the world's best engineers, inventors and medical researchers. It's also used as a criticism for the system's failures: an over-emphasis on testing and lack of critical thinking or creativity, uninspiring lecture-style teaching, slavish devotion to scores, sticking students in classrooms for hours longer each day than their Western counterparts, sometimes seven days a week, a dearth of chances to simply ask questions. 

It is, however, false. It's straight-up historically inaccurate. In addition to having little historical basis, "Confucianism" as the fundamental belief behind Taiwanese education doesn't even accurately describe the system that exists.

So why does this myth persist? Partly because it's been around so long, and educators themselves like to trot it out. It's made its way into writing about Taiwanese education, which then gets cited as historical and sociological fact, and repeated yet again. For years it was an easy way for the old KMT dictatorship to obscure what they were really doing with education in Taiwan: turning it into a system to churn out competent workers who didn't ask too many questions, and as a locus of Sinocentric indoctrination. Even they knew that sounded bad, but "Confucian" sounds good -- wholesome, traditional, local, back-to-basics. 

By repeating it, you're only helping that myth persist. 

What are the roots of Taiwanese education, then? Mostly, they're Japanese. 

Under the Qing, there was no centralized or universal education system in Taiwan. The wealthy sent their sons to Confucian academies; some of the buildings these were housed in still exist, but the schools themselves have been gone for over a century. Girls were either educated at home, if the family was wealthy and inclined to think it was "worth" educating them, or not at all. These young, rich men formed a base of Taiwanese literati, but there weren't very many of them. The Qing themselves did nothing at all to develop education (or much of anything) in Taiwan. 

How do we know this? Because at its worst, "Confucian education" is reduced to memorization and regurgitation in order to pass imperial civil service exams. And how many Taiwanese actually took these exams in the Qing era? According to Manthorpe (Forbidden Nation), in all those centuries the total was 251. Of those, only 11 made it to the third-level examination in Beijing. Of those, only one or two -- I'm not exactly sure, but fewer than 5 -- ever qualified to become a Qing official. No Taiwanese ever served as Qing officials in Taiwan.

In Chou and Ching's Taiwan Education at the Crossroad, a historical overview of education in Taiwan completely skips the Qing era. It simply was not emphasized at that time.

That's not to say that Confucian education has to be bad. At its best, it does in fact prioritize questioning, the teacher-student learning relationship, and application. As I've said before, while I won't defend Koxinga as a person, he was a very good military tactician: this was not because he'd memorized and regurgitated the classics. It was because he was able to apply the teachings of the classics to real-world military situations. 

If you're thinking hmm, okay, but that doesn't sound like Taiwanese education, you're correct. Because Taiwanese education is not particularly Confucian.

To what extent Confucian education existed in Taiwan a century or two ago, it was only for a very few wealthy boys.  Of course, that changed -- what did Japan do differently?

Taiwanese education under the Japanese was based on Meiji-era education in Japan itself. Meiji education in Japan was conceived as bell-shaped: basic literacy and numeracy for the masses, perhaps some secondary education or further vocational training for emerging middle classes, and high-level education for the elites. This was based both on Western and Japanese notions of universal education: roughly put, some level of universality from the former, study of classics and moral codes from the latter.

This isn't a perfect way of putting it, of course: in the 19th century not all Western societies had embarked on projects of universal education -- it might be said that Japan beat them to it. Now, the West tends to look at universal education as a foundation of liberal democracy, but it seems more likely that leaders in these societies felt that a better-educated population would increase the supply of competent labor, leading to greater economic prosperity (and thus more money for the elites who employed them). The connection to Western thought in Meiji education, however, is quite direct, and well-documented.

This was the system that the Japanese colonial authorities slowly imported to Taiwan.

It is true that traditional Japanese notions of education, including the more scholarly pursuits of the samurai class, did influence the system as well. The moral codes embedded within these do have connections to Confucian thought. But to take that connection and say that Taiwanese education is therefore Confucian is like saying the Taiwanese language is influenced by English because the word for truck is turaku -- which came from the Japanese adoption of the English word "truck". Technically correct, but a rather long chain of connections to base a belief on.

This isn't what most people mean when they say "Taiwanese education is Confucian", though. What they're usually trying to imply is that Taiwanese society is inherently culturally and historically Chinese, and therefore the foundational orientation of education is, too. They're (often unintentionally) trying to push the historical narrative away from Japanese influence and toward Chinese. This is also exactly what the KMT sought to do when Taiwan was in its jaws.

Japanese education in Taiwan started out by enrolling elites, with very few schools opening in the early years. Then it rolled out to universal elementary education. Junior high school followed. By the early 20th century, girls' schools had opened, and some young Taiwanese women from wealthy families were going to Japan to study, or at least aspiring to it. Higher education gradually became available to a few elites, although it was difficult to gain entry as Taiwanese. In fact, many would-be teachers and doctors opted to study in Japan instead, as admission requirements were easier and such study would certainly lead to good jobs back in Taiwan.

The goal of this system was, again, to give everyone a nominal education in order to produce good workers for the empire. It most certainly was not to teach them to inquire, think critically, question their place or consider themselves equal to their Japanese leaders, though some members of the elite did indeed gain a more critical political consciousness. 

Because Taiwanese were not Japanese and most had no emotional attachment to Japan, another goal was included: a civic education intended to acculturate Taiwanese into Japanese norms and instill (blind) patriotism for the Japanese empire. In other words, political and cultural indoctrination.

It did employ some of the morality of Confucianism, however, this was intentionally divorced from any sort of Chinese cultural context, and only encouraged where it served the Japanese rulers. That is, it was implemented for political reasons only. From Tsurumi's Japanese Colonial Education in Taiwan: 

But because Chinese classical studies had been associated with Taiwan's past under Chinese rule, many Japanese regarded them with suspicion. Great care was taken to lift Confucian morality from its historical context. Where the classical tradition urged loyalty and obedience to one's superiors it was to be strengthened; where it encouraged identification with China it was to be forbidden. Confucian principles, colonial educators thought, could be taught through all-important Japanese language studies, which would emphasize loyalty to Japan as they improved communication between ruled and ruler....(p. 12)

Loyalty, filial piety, obedience to legitimate authority -- all found within the Chinese Confucian tradition -- were emphasized with this end [keeping rural Taiwanese in the same occupations as their parents] in view. At the same time, great efforts were made to instill a very non-Confucian idea in Taiwanese schoolchildren. This was that manual labor was a dignified and honorable pastime for a scholar as well as for anyone else. Again and again, educational authorities urged teachers to show that the man who worked with his head also worked with his hands. Children were taught to clean and tidy their schoolrooms and work in their school vegetable patches. (p. 214)

This did not change meaningfully when the KMT took over Taiwan. 

In fact, where Japanese rule had improved Taiwan, the new government simply kept what was working. In some cases, they retained the Japanese -- often engineers -- who had worked on these projects for some time, until they had the expertise to run these systems themselves. All they really did was re-brand and take over. 

With education, this worked by keeping the fundamental system in place, but re-orienting the national education/taught patriotism towards Chinese culture rather than Japanese. The language switched to Mandarin, and lectures on the importance of loving one's country now focused on the Republic of China's vision of China, complete with Sun Yat-sen's philosophies and chanting slogans while raising the new national flag. 

As far as I can tell, no re-introduction of Confucianism took place, and certainly Confucian styles of education did not replace the system that was already there. Why would it? What they had already suited their purposes, just as it had the Japanese: just enough education to create good workers who wouldn't ask questions, with a hefty dose of authoritarian indoctrination. All they really needed to do was teach obedience to legitimate authority, and then lecture endlessly about how and why their own authority was legitimate.

The only thing that had changed was the colonizer doing it.

There were some relevant shifts. One might charitably say that the old Confucian morality that the Japanese used to their own ends was re-attached to its cultural context. I take a more critical view, however: the KMT simply took the Confucian morals that the Japanese had worked so hard to engineer for their own purposes, and simply applied them to KMT dogma instead. Because the KMT came from China, they could claim that this morality was in fact Chinese culture, and such a claim would have a very surface-level plausibility. Even the punitive and traumatizing bevy of exams, both national exams and those given at the individual school level, could be said to be "Confucian", but as discussed above, this is Confucian thought only in its worst, most dogmatic, most base form. 

As an example of how thin this veneer is: in Chou and Ching's Taiwan Education at the Crossroads, they mention Confucianism in Taiwanese education five times. Each time, they tie it back to "the mainland", although to their credit, they don't pretend the first several decades of the Republic of China on Taiwan wasn't authoritarian. However, at no point do they dive into exactly what is so "Confucian" about this system, or how the Japanese structure was tied in with "Confucianism" in the 20th century. They state it was the case, but provide little or no evidence.

It suits the government to continue to cite Confucianism in relation to Taiwanese education, and so there hasn't been much effort to change these stale narratives. It makes it easier for the bureaucrats currently in charge to either not enact change, or do it so achingly slowly that it seems to have little effect. It makes it easier to leave the traumatizing, soul-destroying testing system in place because of "culture" rather than actually do something about it -- which would be harder.

Some people in the Ministry of Education do have more progressive views. However, they face a deeply entrenched bureaucracy as well as critics who think an orientation towards education appropriate for a democracy (that is, one that teaches you to actually think) and learning about Taiwan is the same as the old KMT authoritarian indoctrination, even though they are not at all equivalent.

For the pan-blue camp, it makes it easier to put a soft-focus lens on history. "A system designed to quash independent thought, create good workers and legitimize authoritarian leadership" isn't a good look. "Confucian!" is much better branding. It plays into their bottom line: that Taiwanese culture is Chinese, and diverts attention away from their 20th century dictatorial brutality in Taiwan.

For teachers, it makes it easier to square the cognitive dissonance of how they were trained -- through fairly modern methods that do help them understand the ideals of education -- with how they must teach in a system that badly needs reform. "We know this doesn't work but it's very difficult to change, and we have little power to do so" is depressing. "Well, Taiwanese education is Confucian and therefore it's traditional" is a little easier to live with.

That does not, however, mean it is accurate.

Does Taiwan already have the English teachers it needs? Yes and no.

As a result of an online petition to allow foreign English teachers to enter Taiwan, some have said that Taiwan already has the teachers it needs -- basically, that there are plenty of locals with high enough English proficiency to teach, as well as immigrants from Southeast Asia who are often not ignored as potential teachers, stuck in lower-wage jobs despite potentially having strong English proficiency.

But…what if, just what if all the English teachers you might want are already here, who just happen not to be white foreigners? https://t.co/qZG2QJOKDG

— 酷兒福爾摩沙人queerformosan (@queerformosan) September 4, 2021

And a comment in response to this article (quick pull quote because eventually Focus Taiwan will archive it): 

The cram schools and the Foreign Teachers Coalition are appealing for inclusion in the categories of foreign nationals who recently received special permission to enter Taiwan, following those of international students, professors, and scholars, coalition member Oliver Ward told CNA Thursday.

I didn't black out the name because it's a public comment and doesn't say anything scandalous or wrong.

It's worth noting that other versions of this story say that most of the teachers who are waiting to enter are qualified teachers, and many have contracts to work in Taiwanese schools. They don't appear to be random foreigners, or at least not all of them are.

There's truth to the negative reactions, however, and ideologically I agree as well. Taiwan already has plenty of teachers who, from a language proficiency perspective, could potentially be English teachers. And yet, they're ignored in favor of hiring mostly white foreigners.

Native speakerism -- the idea, unsupported by research, that a "native speaker" teacher is preferable or better than a non-native speaker -- is a massive problem. First, it's difficult to even define "native speaker" with any sort of specificity or academic rigor. Someone who has been using English since childhood might not be proficient enough in it to teach it, and someone who learned it well after learning their first language(s) might be indistinguishable from a native speaker (including accent, though this is fairly rare, although I know two real life examples). There are so many accents and dialects as well that the mental picture that the term "native speaker" conjures up is, for most people, not in line with reality. 

Most professionals instead use the term "L1 user", but that doesn't change the core problem: when people say "native speaker" they often just mean a white person, or perhaps a white person who also happens to be from an English-speaking country. That's obviously racist, so employers obscure what they really mean. In some cases this racism affects what salary is offered, both to L1 users and non-native speaker teachers who are not white. Not all native speakerists are racists, but the latter use the same excuses of as the former to hide their racism.

If the industry could get over this and end racism and native speakerism in the profession, then yes, it would be easier to find and appropriately pay potential English teachers who are already here. Taiwan doesn't "need" to import a bunch of foreigners at higher pay than locals receive.

When it comes to the 'native speakers' who arrive in Taiwan with little or no experience and no training but still get hired, there's no reason why a suitably English-proficient person who is already in Taiwan -- local or foreign -- couldn't do the job just as well.

There is another aspect to consider, however. The ability to teach a foreign language goes beyond the ability to speak it. Teaching is itself a skill, a professional one. There's a reason why public school teachers need to go through fairly rigorous training before they can work.

The best teachers tend to have a combination of experience and training. If the experience is extremely valuable, and they learned from well-trained colleagues, in some cases these can be one and the same. I'd hesitate to say that's typical, but it is possible. 

If the base assumption is that any old English speaker (L1 user or not) can and should be hired to do these jobs, then I don't agree. From a personal perspective, I came here with experience but without training, and realized pretty quickly that this wasn't good enough. It took a few years to save up the money to get that training, and I improved based on good advice from coworkers before that, but the fact is, I would not hire the version of myself that arrived in Taiwan to teach. I certainly wouldn't hire her to do the job I do now. 

I do think there can be a role and an entry point for untrained and even inexperienced teachers that doesn't involve expensive coursework at the outset, before you've even decided you like the job enough to stay in it. There was an entry point for me, and I wouldn't want to deny that to potentially talented future teachers. However, let's assume that when we say "Taiwan needs teachers", we do mean experienced, trained, qualified teachers.

By that metric, honestly speaking, Taiwan probably does not already have the teachers it needs.

I can't offer much data, but I am a teacher trainer and most of my trainees are local. Fairly frequently, they return to our old Line groups to ask if anyone can refer a qualified candidate to their workplaces. If that's happening often -- and in my experience, it is -- then Taiwan needs more trained teachers. I also deliver CPD (continuing professional development) courses to Taiwanese public school teachers and occasionally university professors.

The employment rate of both seems to be fairly high, though I have to admit the hourly (and even annual) contracts most universities offer are substandard compared to other countries, especially in terms of pay and research opportunities compared to the qualifications required. This is a topic all on its own, though, and usually when we talk about "teachers needed", we mean in schools and buxibans.

If you are a licensed local English teacher looking for a public school job, you are probably not going to be looking for long. And yet schools are still hiring. Therefore, there likely are not enough local teachers, and the better argument to make is that the government should be encouraging more locals to get the training to become teachers (a process which would take years but pay real dividends), rather than saying Taiwan already has them. 

The training locals get to become English teachers is pretty good. It's not perfect, but training never is. However, in my CPD courses I've found them to be enthusiastic, knowledgeable, thoughtful and creative. If you're asking yourself why so many Taiwanese students graduate unable to speak English despite having highly-proficient and well-trained teachers, the answer is simple: the test is the tumor. 

The curriculum and testing requirements are preposterously out of date and extraordinarily onerous, to the point that teachers can't implement modern or cutting-edge pedagogy the way they'd like. The tests don't even really test language proficiency! It's a classic case of negative washback. It's a credit to teachers in Taiwan that they are already aware of this, although they may not have the power to change it (in fact, this is a common complaint I hear from them).

Changing this, too, might inspire more people to become teachers and improve language learning outcomes.

That leaves foreigners. There are plenty of good English speakers already in Taiwan, but not many who are experienced and trained teachers. Again, by that metric, Taiwan does not "already have" the English teachers it needs.

I doubt many foreigners already in Taiwan, whatever their background, are licensed English teachers who are just not working in schools. There may be a few, but almost certainly not enough to meet demand. Most are not going to enter local public school licensing programs, which take years. That leaves the international certification programs such as CELTA, CertTESOL and TYLEC, as well as local programs. These programs take a few months to complete, and can produce teachers with basic classroom competency, though most will need further guidance in their new jobs (that's how they were designed; it's not a curriculum flaw -- almost nobody can learn to be an amazing teacher in a few months). 

The good news is that most of these courses are now available in Taiwan, which wasn't the case when I moved here. I work with the people who got these courses started and am able to deliver sessions on them, so I like to think I play a very small part in making them possible.

One of the reasons I went into that area was because I felt that making teacher training more accessible locally would improve the overall quality of EFL teaching in Taiwan, and provide a route for people often discriminated against in the field to change perceptions about what it means to hire a good language teacher. And no, it's not fair that a local or non-Western foreigner might need to take a course to be seen as competitive against untrained Johnny Beer Money, but not having the courses available won't address that. Bringing more diversity to the profession might be a start.

The bad news is that they're very expensive, and in a time when people already in Taiwan are seeing their hours cut due to the pandemic, they might not be inclined or able to lay out that much money. For non-Western foreigners as well as Taiwanese who might be interested in these courses, the expense is likely an even greater barrier. 

The result is unfortunate: Taiwan has all the potential English teachers it needs already. But no, it doesn't quite have the end product: experienced, trained teachers.

There is an easy local solution if Taiwan needs qualified English teachers now: offer incentives and scholarships to locals and foreigners for professional training, or apprenticeship positions that lead to full-time teaching jobs, which would provide an alternative route to the classroom. Ensure that both locals who would like to teach English and foreigners who don't fit the "native speaker" so-called ideal still have job opportunities by encouraging employers to, well, not be racist and not hide behind "native speakerism" to avoid accountability for their actions. Start this change in public schools, because it's unlikely that buxiban owners will lead the way in making these changes.

And, of course, educate parents about what it really means to have a qualified language teacher for their children: a person with experience and training, who might even offer benefits over a white face -- such as a better ability to clarify grammar and lexis that they themselves had to learn -- and that a white foreigner at the head of a classroom isn't a very good guarantee of learning actually taking place.

Mythbusting Bilingual by 2030

I dunno, this just seemed like a good photo to illustrate the current debate around Bilingual by 2030

There is an ongoing series of interesting and worthwhile dialogues in Taipei affiliated with Fulbright and Taiwan NextGen which include discussions of the Bilingual by 2030 initiative: there's one tomorrow, (most likely today by the time you read this). Having attended the last one, I am considering returning, but I need to be available for last-minute feeback and questions for trainees who are doing their teaching demonstrations on Sunday, and I'll always prioritize them. 

However, I thought this would be a good opportunity to "mythbust" some common misconceptions about Bilingual by 2030. I've noticed a lot of people believe things about it which are simply not true. Others have decided what they'd like their opinion on it to be without giving it a fair hearing: it's so tempting and easy to project one's already-extant beliefs about English being a harbinger of Big Bad Globalization onto it, without fully considering where it may have merit. 

I'm not here to tell you if it's a "good" or "bad" plan, although I can say that I started out highly cynical, but was gradually won over by dedicated professionals who saw a lot of good in it, and have been doing what I can to ensure it's implemented in a thoughtful and effective way. If my mind can be changed, I hope yours can too. 

"Taiwan wants to prioritize only English and Mandarin, that's why it's called 'Bilingual' by 2030"

The name "Bilingual by 2030" is certainly sub-optimal, and cringey tweets from Vice President William Ching-te Lai don't help correct the view that the plan sidelines and potentially threatens a renewed interest in local languages. I strongly suspect many negative opinions of the policy come from hearing the name and pulling a face. I agree: it sounds pretty bad. The NDC document (linked in the next section) re-iterates that Lai and others have expressed this English-Mandarin binary, however, it does not incorporate this view into the actual policy:

Side by side with implementation of the bilingual nation policy, equal importance will also be attached to the promotion of native-language culture. Taiwan in the future will be a nation of diverse ethnicities and languages.The bilingual policy will be parallel to the pluralistic development of mother tongues, and its implementation will not constrain native language education.

Having interacted with the NDC on this issue, I do believe they are a few steps ahead -- and a few notches more thoughtful -- than the government at large, but the intent is there to focus on improving language education in general, not "bilingualism". 

Will this attempt to be more pluralistic and promote both English and local languages and cultures be successful? I have no idea, but this is a more egalitarian, local-context-situated take on foreign language education than I've seen from any previous policy. Frankly, it's a step forward that they thought to include it at all. 

Will implementation be insufficient? Probably, and local language education is currently insufficient as well. But Bilingual by 2030 hasn't been implemented in any meaningful way yet, so it would be odd to blame it for an already-existing problem.

If this is the case, why is it labeled "Bilingual by 2030" rather than, say, "Multilingual Taiwan" (my preferred nomenclature)? Honestly, this is just thickheadedness. The plan is based on an initiative that began in Tainan when Lai was the mayor, so it's his 'baby', and to that end, it seems that the blame for this baby's unfortunate name lies with the father. I can't say much, but I happen to know that Lai was told the name was problematic by experts back when it was a city initiative; he didn't listen. 

The subtleties of this do matter: the writers of the actual policy are clearly trying to do the right thing and craft a useful policy out of a cringey focus on "bilingualism". That said, they most likely don't have the power to demand a better name, because that's how power works. Understanding this is key to useful advocacy. 

"Taiwan wants to make English an official language by 2030"

Other than a quick review of Lai's involvement in the policy's formation, the actual policy document addresses this one time:

With regard to promoting English as the nation’s second official language, this would be studied and discussed again after 2030, in light of the executive review of the results of the bilingual policy’s implementation.

This is most likely a polite way of saying that the government and NDC don't actually want to do this, but Lai thinks they should, so they're humoring him while putting off the actual question. I merely suspect this; I cannot confirm it. But I've been here long enough that I've hopefully gained some competence in translating "Taiwanese Governmentese" into something more comprehensible. 

Whether I'm right or wrong, it's right there in plain text: perhaps the issue of making English an "official language" will be taken up in the future, but it will not happen as part of Bilingual by 2030. 


"The plan is to make every citizen bilingual by 2030"

Nowhere in the actual policy does it say this. While it does list improving the English proficiency of Taiwanese citizens as a policy objective, it very wisely does not go so far as to say that the goal is for every citizen to be forced to learn English, or for everyone to be proficient in it to some degree. In terms of language education, it talks about improving the way languages are taught, without stipulating any specific outcomes. In terms of "improving proficiency", it focuses on government employees and front-line workers who interact with foreigners regularly (such as tourism and hospitality professionals). Frankly, that seems like a pretty smart focus: they're the people who would need English the most in a more international, multicultural Taiwan. 

Improving the overall English proficiency of Taiwanese labor is also included, but it's important to note that none of the details of this part of the plan would force anyone to actually improve or learn English: the idea is to make online work applications, advisory services and handbooks bilingual, and encourage companies to offer English classes to employees. I've taught Business English for many years, and I can say that your average trainer in this field is more concerned with providing an environment to practice and enhance existing language skills -- which is the most optimal way to help trainees actually improve, though it's less quantifiable -- not crack the whip, administer tests and pour homework on already-overworked learners.

Indeed, much of the plan involves improving English-language government services, including improved websites, application services, financial services, procurement contracts and a whole bunch of other boring crap that really needed to have been done a decade ago. Who can argue that all of those things require improvement?  

This all feeds into the actual goals of what the NDC has crafted: a plan to nudge Taiwan towards offering a more welcoming international environment, not enforcing some sort of linguistic imperialist nightmare hellscape in which not speaking English or Mandarin will earn you a paddlin'. 

"The changes in education simply won't work"

Not with that attitude they won't! 

Seriously, this is the area where people's concerns are the most valid. On one hand, my professional opinion is that the language learning methodology that Bilingual by 2030 promotes is sound. 

You might say that's just my opinion, but I literally have a Master's in this, as I took a deep look at Bilingual by 2030 as part of my dissertation which focused on intercultural communicative competence. What's more, my primary work right now is in teacher training. If there are two things I know extremely well, they are intercultural communication and teaching methodology in the language classroom. I'm so methods, I'm post-methods, baby! 

CLIL (content and language integrated learning -- careful scaffolding of the learning of subject matter in a foreign language) does have promising research behind it. It helps eliminate the issues inherent in low-content, low-context "general English" classes. When you see language learners failing to learn,  common causes include sub-optimal teaching as a result of washback from inappropriate testing methods, inauthenticity (learning that doesn't prioritize or promote real communication, and is thus rendered both useless and unengaging), and insufficient exposure (extended exposure plus interaction forms the backbone of the interactionist theory of language learning -- I wrote a paper on this, but won't bore you). 

Sadly, the Taiwanese education system is plagued by all three issues. CLIL might not solve the testing issue, but it does help bypass it: if you have to learn actual content in English and are tested on the content, it matters less if the exams for your language classes are inappropriate. It creates a more robust environment with more exposure and more real content in which you have to communicate authentically in order to learn. General language classes very often lack such content, either out of fear that it's "too hard", "too controversial" or "not necessary", in favor of grammar exercises, translating sentences and the occasional boring story about boring blonde kids doing boring things. 

In short, if the plan is implemented the way the NDC clearly wants it to be, it actually could work. The methodology and theory behind it is sound, thoughtful and modern. 

However, concerns about Bilingual by 2030's viability in classrooms are valid: there seems to be no effort to reform the examination system which plagues Taiwanese education like a relentless metastasized cancer. Focus on that instead of complaining about an approach that actually has a professional stamp of approval (and not just mine). 

"It does nothing to address the wealth and urban/rural divides"

This is a legitimate concern. The policy document proffers an insufficient solution:

When the government implemented bilingual policies in the past, limitations of teachers and funding made it difficult to apply them with uniformity nationwide. But now, emerging technologies and digital learning platforms can reduce the urban-rural divide, helping children in remote rural areas enjoy the same English learning resources as their peers in cities enjoy.

Yawn. Who phoned this section in? Because it's terrible. 

There is in fact a way to bridge these societal divides: training up local teachers to be not only effective CLIL and language teachers and reforming the testing system to give them the flexibility they need to teach properly, but to recruit the best among them to be trained up and mentored as trainers, able through sheer number to reach more school districts in more remote and underserved and marginalized areas. More than one person shares this goal: watch this blog for more, someday -- I hope. 

Will the Taiwanese government actually do this? I hope so, but as of now it still seems to be stuck in a native speakerist "must recruit foreigners" mode. I'm not against foreign teachers coming here in general, but this particular initiative certainly won't help. It will create animosity as local teachers see they are being paid less than these newcomers who don't know the local context and don't speak any local language, there won't be enough of them to reach rural and underserved schools, there's no guarantee they will actually be trained in CLIL (most likely not), and no clear outline has been set for what they will actually do once here. 

"It's 2030 is totally new and overly ambitious"

Not really. The push to "internationalize" and encourage "intercultural communication" through bolstering English classes has been at the core of the education initiatives of several administrations. At the turn of the century, English classes were introduced in elementary school, in Grade 5 and later Grade 3. Aims included “improving students’ basic communicative competence” and “addressing cross-cultural issues”. In 2015, the Ministry of Education issued new guidelines with more explicit intercultural aims, aiming to cultivate future professionals who can “effectively communicate and interact with people from different countries”. You can read all about this in Chou and Ching's Taiwan Education at the Crossroad and Lin and Byram (eds) New Approaches to English Language and Education in Taiwan, or if you know me, you can ask to borrow them. 

"The turn of the century" would have been the Chen administration, though his was certainly not the first government to announce such initiatives. 2015 was the Ma administration. In fact, Bilingual by 2030 is not particularly new: it's an iteration of ongoing government initiatives.

"Bilingual by 2030 is just another iteration of the same old government initiatives"

It's not really that, either. Although it turns out I still have institutional access, I just don't have the energy right now to go and find all of those old documents. However, from my memory, they mostly stated an intention to do so, but never got very far in terms of actually changing the way languages are taught. I don't know to what extent the architects of those plans engaged professional opinions, but it doesn't seem to have been sufficient make a difference. If they had been more successful, the major exams would have been reformed by now, but they still lack any sort of communicative element; in fact, there's no speaking section at all on the English portion of the university entrance exam. 

Bilingual by 2030 has some serious issues in actual implementation, and while there's a great deal of funding, it's unclear what will be done with much of it, although some of it I can say is well-spent. 

If anything can change the way language is taught in Taiwan, it's something like this. If you asked me as a language teaching professional to come up with a plan to improve such classes, it would look a lot like this. 

"Teachers are against Bilingual by 2030"

We don't know that; nobody seems to have asked them yet. Mostly, K-12 teachers report being willing to implement more modern, communication-based approaches, but feel they can't due to the pressures -- again -- of the exams. Anecdotally, I've interacted with a lot of teachers at the university level. Although they were mostly a self-selecting group, they seemed more enthusiastic than not. What's more, a good friend and fellow classmate who teaches in a Taiwanese junior high school reports general enthusiasm for the new plan among younger teachers. She added that the (mostly older) teachers who gripe about it are generally concerned with being encouraged to teach using new approaches which may require additional training, which is generally not a good reason to oppose new education policies. Most peers I've talked to in teacher training start out skeptical, as I did, but changed their minds after giving the plan a close read. The general consensus is that if implemented in a principled way, it has the potential to be a beneficial approach.

"We should make Taiwanese an official language instead!" 

First, a quick reminder that the goal of Bilingual by 2030 is not to make English an "official language" by 2030. 

Second, I strongly support bolstering Taiwanese language promotion, education and resources. I would love to see that and the other languages of Taiwan -- the many Indigenous languages and Hakka -- gain such recognition and popularity. There is an element of rediscovering local identity in this approach: as I noted in a podcast with Donovan Smith, there's an argument to be made that Mandarin, a colonial language imported from China and forced on Taiwan in some horrifically cruel ways, is about as relevant to Taiwanese identity as English, which is a part of Taiwanese history as well given the historic closeness of Taiwan and the US compared to other countries. 

I am sure there are people who will hate me for saying that, but there is indeed an argument to be made. In that context, a focus on local identity is crucial, and this is one smart area for advocacy.

However, that's an argument for promoting the use of local/mother languages, not against English per se. Not everyone has to learn English, just as not everyone has to learn Hakka or Atayal. It would be great if improved teaching methods could empower learners to choose the languages relevant to them and make it easier to learn them simply because they are taught more effectively, and the teaching methods proposed in Bilingual by 2030 are promising in their efficacy. 

In other words, this isn't Highlander. There can be more than one. Of course, language learning is not neutral: the tides and eddies of imperialism, colonialism and cultural supremacy vs. erasure are inherently tied to it. However, that's an after-effect of history, not the language itself. Taiwan also has the benefit of never having been colonized by an English-speaking nation, so what it means to learn English here is not quite the same as what it means in post-colonial English-speaking societies. In fact, if the primary colonial language is Mandarin, then how is English the bad guy in this context? It is in fact possible to do better. 

Or as a friend put it, he once thought of English as just another agent of colonialism and thus opposed it. then he realized it was simplistic and trite to just slap the same anti-Western label on every single thing. When he talked about feeling brutalized by language learning -- "like they cut your tongue" -- he was talking about Mandarin, not English. 

I know it's cool to default to hating the West, and there certainly are a lot of things to hate. But I'm not cool, so I feel confident in not hating this particular thing. We can have both the local and the global. Taiwan has accomplished more astonishing things than that; it can surely succeed if it wants to. 

"Taiwan doesn't need English as a foreign language"

Many individuals probably don't, no. Learners who are not motivated to learn it would either become motivated if the learning environment were to become more authentic and communicative, or they'd continue to lack interest, in which case they would not be forced to take CLIL courses -- and that's fine too. English is not currently required for the vast majority of jobs in Taiwan, and that probably wouldn't change much.

However, as a society, I'd argue Taiwan does in fact need English, a point I've noted before. Not being particularly interested in business, I remain neutral on "international competitiveness" in industry. It's fine I guess, but it just doesn't arouse any sort of internal passion. After all, I've spent my life being surprisingly well-paid for someone who so thoroughly repudiates the idea of a corporate job.

You can talk all you want about how South Korea and Japan do just fine without high English proficiency (though it seems to me their governments push it just as much as Taiwan). However, nobody doubts the existence of Japan and South Korea as countries. Taiwan has to fight every single day for even the most basic international recognition. 

To participate in that discourse, you need English. Without making a moral judgement, you just do -- I know firsthand that activists who have wanted to engage in such participation at one point felt held back by their self-perceived lack of skill in the language. Taiwan has the power, if it wants it, to appropriate English for its own ends, as a tool to fight for international recognition.

It wouldn't be the first country where learners thought to do so, either. From a student evaluation form in Palestine sometime before 2017: 

We need to learn how to resist by using the Western language in order to convey our message and our voice to the whole world.

Sound familiar?

Conclusion

Hate on Bilingual by 2030 if you want, but hate on it for the right reasons. If the alternative is the way language is (mostly) taught in Taiwan now, it's honestly a huge step forward. If you want to criticize it for its proposed teaching approach, don't. Or at least, don't complain to me. If you want to complain that the government should not spend resources improving access in English to vital information and websites, what is wrong with you? 

If you want to criticize it for not centering local languages enough, that's fine. But remember that this isn't an either/or situation. Use that energy to advocate for local language education and use, not against English. If you want to complain that it probably won't succeed, that's fine too, but perhaps look at the real issues with implementation: the lack of proposed reform of the major examinations, the focus on recruiting native speakers rather than training local talent, the lackluster focus on local languages despite the NDC's best intentions, and the half-assed approach to bridging the urban-rural divide. This is smarter than criticizing it because it burnishes your anti-Western cred. 

This will be much easier to do if we all let go of the myths that have been built around Bilingual by 2030 and stop wasting energy talking about non-issues. There are real problems to discuss, so I propose we get to it.

Reflection Eternal

                     

I mentioned in my last post that there would be more ‘headspace’ and casual blogging on here, at least until I get my bearings. And I mean that — it’s been a couple weeks but I still feel like I’ve just stepped off a Gravitron or a Tilt-a-Whirl, and all I can do is roll with that. I’ve done a lot of sleeping, and teacher training has picked up (ask me someday about my Kaohsiung Hell Week conducting EMI/EML training for university professors just before the dissertation was due; I used my incidentals’ allowance to buy a bottle of whiskey that I drained over several evenings of editing after full days of training. At least the hotel was pretty nice). I still haven’t gotten back into my normal rhythms; the research tabs I closed when I hit ‘submit’ have not been supplanted by the news tabs I used to open every day. Mostly, I rest. 

In the meantime, I just turned 40, and we celebrated our 10th wedding anniversary. For Lao Ren Cha, this means I’ve been blogging for the full measure of my 30s. I do expect that will stretch to my 40s, but what that will look like remains to be seen. Generally I don’t put much stock in life changing much just because one celebrates a milestone birthday, but I have to admit that for me, it seems to have been the case every time. I turned 20 in India, on a semester abroad that changed the trajectory of my life. I celebrated 30 in Costa Rica, on our honeymoon. We were just passing through; in fact we did a one-month bus trip from Panama to Guatemala, and it’s a testament to how long this blog has been running that I wrote about it! I celebrated 40 right here in Taiwan, 10 years married, dissertation just submitted, living a good life with far more stability than I’d ever imagined possible. The road ahead once again looks different on the other side of that Big 0 birthday.

That brings me to the real point: what’s been going on in my headspace. A few years ago I toyed with the idea of taking my writing in a more serious direction. I even wrote about it, though I can’t find that post now. It seemed like a good idea at the time, though being in grad school, I didn’t have much time to actually pursue that, though I did take steps to raise the overall level of discourse here, though I made a few exceptions when I was especially infuriated. 

Now, I honestly must say I’m happy I never went in that direction. That work matters, but there are plenty of people already doing that, many of them are quite good. There’s not much more I can add as yet another voice. Even when it comes to blogging, I do it because I enjoy it, but I don’t pretend it has a major impact beyond the relatively small bubble of people who already care about Taiwan. That’s not to say I think I’ve had no impact; perhaps there's been a small amount.

That said, over the past few years, I’ve watched Taiwan smash more soft power wins in everything from health care to music. Attention to Taiwan’s situation has even been raised in birdwatching communities. These successes in telling Taiwan’s story to the world came from people working in their respective fields who also happen to care about Taiwan. 

And what do I do as a profession, not a hobby? Teacher training. Over the past few years, I’ve come to realize that I’ve had more impact helping my students to tell their own stories - and the story of Taiwan - and in raising the skill level of Taiwanese teachers of English so that they can do the same, if they wish than I could ever have through writing alone. In short, in most places where I feel I’ve made a positive contribution, it’s been behind the scenes, helping to elevate Taiwanese voices. While I have no issue using my own to speak out as well, I’ve come to realize that it’s not where my most meaningful work lies. 

Nothing clarified this more than writing my dissertation. I interviewed six teacher trainers, a mix of Taiwanese or foreign, and the foreign ones mostly develop local teachers. I focused specifically on intercultural communication, looking at the extent and methods that these teacher educators reported using if/when they incorporated intercultural communicative competence (ICC) in their teacher development work. Within that, I took a critical look at what ICC means, or might mean, for Taiwan in terms of Taiwan’s political situation as well as critical cultural issues and awareness. In short, what is Taiwan’s story and how do teacher educators here contribute to helping people to tell it to the world? 

Through this, I came to appreciate the extent to which both Taiwanese and long-term resident foreign teacher educators truly care about Taiwan, and contribute in their own ways to advocating for this country. Most of them had something to say about Taiwan, what it stands for, and what it has to contribute — and how the world would be better off knowing more about it. It’s something I have also been involved in, in a professional capacity, and it’s clear that’s where I can have the biggest impact in the years ahead. 

I will still blog, of course. I’ll still cover Taiwanese politics and issues from my perspective. I enjoy it, and it will continue to be a hobby -- I'm writing something about the US WeChat ban now, though it's neither as fun nor as true to what's actually in my head as this post. Perhaps I will have a few more moments of making small differences through it. Who knows? Writing is important too, but I’ve come to realize through completing a graduate program that I can contribute more in different ways. 

That’s good though - it means that I can use this space to be more creative rather than just straight politics all the time; in fact, I’ve always thought of myself as more a creative non-fiction writer than any sort of journalist or analyst. And, of course, I hope to elevate more Taiwanese voices. I enjoyed editing the two guest posts I had the opportunity to put up, and would like to do more of that.

So, if the general tenor in this space seems different, there’s a reason for that.

This is also a call to all of you, my readers (yes, all twelve of you). Look at what you already do — your life, your career, your field — and figure out how you can contribute to Taiwan that way. What soft power impact can you have, in your respective fields?

Teacher training in Taiwan: expanding your teaching skillset without leaving the country

The picture isn't related to the article unless you want to get very metaphorical 

Update! I've written a shorter 2022 post focusing specifically on face-to-face options in Taiwan (though some have gone online for the time being due to COVID). Additional resources include updated links to the CertTESOL/DipTESOL and TYLEC, my husband's experiences on the Framingham program and a new option through TeachNow.

When I first arrived in Taiwan, opportunities for professional development as an English language teacher were rare beyond workshops of varying quality through cram schools. Though I can't speak for local English teachers in the formal education system, the lack of professional development options was also an issue for local teachers in cram schools.

I honestly regret coming to Taiwan as an unskilled random white person and starting out in a cram school job - a situation I sought to change as soon as I could afford to - and I think part of that regret is what drives my desire to contribute more to Taiwan than I take from it. As my profession is education, I feel that's where I might be able to make a real impact.

With that in mind, I've hoped for some years that new paths to teacher development could be opened in Taiwan, so that a new generation of English teachers might simply, well, be better teachers and not have to go abroad for that training, as I did. Fortunately, due to the efforts of people who want to effect real change, there have been real improvements and I hope and believe this will improve the overall situation of English language education in Taiwan.

Since joining the community of teacher educators (teachers who develop other teachers), I've been asked a few times about teacher training and development opportunities in Taiwan, and I wanted to consolidate a list of resources for English teachers here - foreigners and locals alike - who want to develop themselves professionally, while staying in Taiwan. 

There's another good post on this topic here, but there are some things not covered in that post, so I'm writing this one. 

Full disclosure: I train on some of these courses, but not all of them. There's no sales motive, and this is not any kind of sponsored post. I receive nothing, and if anyone signs up for a course due to this post, I honestly wouldn't even know.

All of these are open to both native and non-native speakers, so I hope Taiwanese readers of my blog who may be interested in teaching will also consider these suggestions. One way to end white supremacy and native speakerism in language teaching is to make  professional development more accessible to local teachers, which I very much hope to do. Although the TESOL world still discriminates against non-native speaker teachers, the international qualifications (such as the TKT, CertTESOL) will be an advantage for any Taiwanese looking to teach English abroad.

It's worth noting that most of these programs are not officially recognized by the Taiwanese government. Different schools have different requirements: public schools generally want a teaching license but will sometimes take permanent residents with other qualifications. Private schools are more open in what they can accept, and international schools vary quite a bit. Your average cram school often requires nothing (which honestly is a problem), but better jobs in the cram school system either appreciate or require basic certifications. These also provide a good filter when job-hunting: if the school you are applying to doesn't know or care about the certifications listed here, they might not prioritize education. It's good to know that up-front.

I've organized the list roughly by lowest to highest barrier to entry. The first few items are simply online resources and readings, not classes per se. Actual courses you can take will be discussed later on.


Online and Reading Resources


Online resources

There's a whole world out there of webinars and other online teacher development resources, most of which is free or very low-cost (though some is of much better quality, and some is questionable - use some critical thinking to deduce what's what).

Joining an international community of practice through IATEFL membership

Anti-racism resources for teachers

TEFL Equity Advocates

Teacher Training in Taiwan Facebook Page and Facebook Group


Online Courses

If you want to take an online course that isn't quite as intense as, say, a Trinity CertTESOL or CELTA, there are many options. Nile, International House and Oxford University's Department of Continuing Education are generally well-regarded providers. These courses tend to focus on particular areas (e.g. Business English, CLIL, Teaching Young Learners), and can be done with no certification, or after an initial certification. More than one initial certification is now available face-to-face in Taiwan; these are discussed below. 


Reading

Again, there's a whole world of reading out there, so I'm just going to provide a short list of books I've found useful in my own development.

About Language - Scott Thornbury: crucial language awareness for English teachers, especially native speaker teachers who don't know how their own language works

Teaching English Grammar - Jim Scrivener: a resource breaking down how to teach key grammar concepts, including common issues and points to remember

Learning About Language Assessment - Kathleen Bailey: if you're interested in knowing about what makes a language assessment worthwhile and useful

Teaching Collocation - Michael Lewis: this changed my whole approach to lexis as a system, and how I approach it in the classroom. Lewis' other work such as "The English Verb" are also highly recommended

How Languages Are Learned - Patsy Lightbown and Nina Spada: a short and engaging introduction to the field of SLA (Second Language Acquisition)

Grammar For English Language Teachers - Martin Parrott: this is not something to read so much as a resource every serious English teacher should have (Swan's book is fine too but I prefer Parrott)

A good learner's dictionary (any publisher, whichever level suits your learners): this will help you develop  your ability to clarify language and concept-check. Big Bad Wolf's 7-day sales often include them at steep discounts. 

The Cultural Politics of English as an International Language - Alastair Pennycook: If you don't have time to read Orientalism (Said), Pedagogy of the Oppressed (Friere) and Teaching English as an International Language (McKay), this book provides a useful introduction to all of those ideas, and takes them further. A word of warning: it was written in the '90s and needs an update, and takes a postcolonial perspective that doesn't always fit Taiwan's situation (colonized more by China than any Western nation).

The "How To" series (various authors)

This is a whole series of books - they are not very long and not particularly academic, making them perfect for new teachers finding their way. Each book is clearly titled (e.g. How To Teach Speaking, How To Teach Business English, How To Teach Reading, How To Teach Grammar) and easy to read. Other than How To Teach With Technology (not recommended), these are useful introductions to whatever area you feel you might need to improve. They aren't cheap so choose judiciously.

If you are really new to teaching and need a grounding in the basics, How To Teach English from this series is a good start. 


Everything above is a targeted online course, or a self-access resource. Let's leave those for now, and talk about coursework and general teaching certifications that can be done in or from Taiwan.


The first two on the list - the TKT and local TESOL certification - are more directly aimed at local teachers and other non-native speakers. However, every course after that (the CertTESOL, TYLEC and DipTESOL, etc.) are also open to all teachers, and I specifically encourage non-native speaker teachers who think they would be valuable to look into them. A community of talented local teachers is a powerful weapon in fighting for equity in the field.


TKT (Teaching Knowledge Test)

This is the least expensive option among all of the non-free choices, though it's not a course. It's a three-module test aimed more at local (non-native speaker) teachers, though native speakers can take it as well. It's a good way to put an internationally-recognized teaching qualification on a resume and the knowledge that is tested is all worthwhile. With no practical element (that is, no real teaching), however, consider this to be mostly a way to gain some formal recognition of your teaching knowledge, though not necessarily your ability in the classroom.

It's possible to self-study for this test if you have experience and were trained on the job, so a study book (The TKT Course: Modules 1, 2 and 3 by Mary Spratt is a good choice) and the cost of the exams are the only financial layout. 


TESOL Taiwan teaching certification

Of the certification courses that require practicums, this is the most affordable. It's a 35-hour course with one teaching demo at the end and covers all of the basics, and is open to people with no teaching experience. The cohort is mostly local, but foreign teachers do take it, and more than one has said that their school specifically recommended it. 

The curriculum includes a basic knowledge of methodology, foundational knowledge for teaching various skills (speaking, writing, reading and listening) and systems (grammar, lexis and pronunciation) including demonstrations, and incorporates classroom management, lesson planning, assessing learner needs and more. Assessed content includes a short lesson taught by the trainee as well as several written assignments, two observations and an online component. 

This course is taught in English but specifically designed to be accessible to both foreign and local English teachers, non-native and native speakers alike.

The course is offered mornings over 2 weeks (occasionally two weeks plus one Monday), or all day Saturday or Sunday for 6 weeks, all in Taipei. Once a year or so, the Sunday course is offered in Taichung.


Trinity CertTESOL and CELTA

For many years, it was impossible to take this course - or the equivalent CELTA - in Taiwan. That was a major gap in development opportunities for teachers here, as these are internationally-recognized certifications that are required for many teaching jobs outside Taiwan. I had to go abroad to get mine. That has finally changed - the CertTESOL is here!

It's a longer course - Monday-Friday mornings over a semester - with more teaching practicums, which does mean it's more expensive (though divided by input hours, it is technically better value for money). There are other assessed areas too, including exams.

The CertTESOL is a more challenging course. Having done the equivalent CELTA was so beneficial for my teaching practice that my only regret is that I didn't do it sooner, and I can usually tell the difference between a teacher who's taken a course like this and one who hasn't.

CELTA is not offered in Taiwan, but can be done online or through blended learning through various providers. I did mine in-person at ITI Istanbul and can vouch for the quality of the face-to-face course.


TYLEC (Teaching Young Learners Extension Certificate) and other Young Learner Courses

I know less about this program, as I don't train on it and don't teach children, but if you do teach children and want to become amazing at it, this is the course for you. It costs the same as a Trinity CertTESOL - that is, expensive, but cheaper than doing a whole teaching license. It's offered based on demand. It involves input sessions, a written assignment on materials and five hours of assessed teaching practice (I'm not sure how the assessed practice is organized). 

Theoretically, other similar courses are also possible to take in Taiwan, specifically the CELT-P (for teachers of primary school students) and CELT-S (secondary school). I'm not sure what stage of development/availability they are at yet, but check this space for updates, or join the Teacher Training in Taiwan Facebook groups above to hear about the latest developments.

You can do the CertTESOL, TYLEC and DipTESOL in Taiwan at InspiredCPD.



Trinity DipTESOL and Cambridge Delta

This is the next level up from the CertTESOL, and is also finally available in Taiwan starting this year. It is a higher-level certification, meaning you need to meet certain educational and experience requirements. A basic TEFL certification is also highly recommended.

It is equivalent to the Cambridge Delta, meaning that in Europe it's recognized at the same level as a Master's degree (though it isn't one). The DipTESOL is organized into four units and in Taiwan, I believe that three of those four are taught intensively over a number of weeks - ask directly for more information. The first unit - an exam - can be taken after the course. The DipTESOL includes four practicum hours and several written assignments and a research project.

A good reason to do the DipTESOL in Taiwan is that you won't have to find a local tutor for the teaching practicums - it's all handled here, so there's no need to go around asking qualified teachers if they'll take on that role for you. I was lucky in that someone offered. I'm not sure how the teaching practicums are organized (whether they are your own classes or organized by the course).

I have a Cambridge Delta, obtained in Taiwan via distance learning. This can be done entirely through Nile, (yes - the Nile Delta) Bell or The Distance Delta. ITI Istanbul also offers Modules 1 and 3 online.

Module 1 is an exam - you can study for this on your own, but I recommend taking an online course for a few hundred pounds.

Module 2 is teaching practice and written assignments: four hours of assessed teaching practice plus one diagnostic lesson and one experimental lesson (not assessed). The papers for these are killer as the word limits are tight, but you'll learn a lot doing them. There's also a professional development assignment and observation requirements. You can do this in Taiwan through a local tutor, whom you have to find yourself. The fourth assessed lesson is done externally, which may involve flying someone in, which you pay for. They do try to keep costs down, often sending one external assessor across Asia, so you only have to pay for a regional flight and a night in a hotel.

Module 3 is an extended written assignment based on real learners - meaning you need a group of real learners to work with. You write about a sub-field of TESOL, assess their needs and create a course based on the fundamental principles of syllabus design and assessment.


Various teaching license programs

I won't say much about these, as the level of recognition given by Taiwan's Ministry of Education is variable. Online searches bring up a few options, but I've only found one that seems to still be available in Taiwan and comes recommended by people I know: the global teacher certification and Master's program offered by the College of New Jersey in Hsinchu, with courses (and coursework) happening every few weeks. This is a real program through a legitimate university in the United States, and can land you some better jobs. It also qualifies you to take the Praxis II (teaching qualification exams in the US), available on a very limited basis in Taiwan.

The program requires you to be teaching more than English as it's not specifically a TESOL course but rather one for general young learner education, and your practicums are done at your own work location. The program doesn't require a dissertation but it does require you to take the edTPA.

If your goal is an international school job, you might also consider doing a British PGCE online. Here's just one way to do that (there are surely multiple providers). This won't qualify you for public school work but will still be a step up and is likely to be accepted at some international schools.


Master's programs

Most people don't realize that relevant Master's programs can be done in Taiwan. English language programs are held at various universities, including NTNU (National Taiwan Normal University), NCCU (National Cheng-chi University) and NTUST. Others exist - including those at Wenzao Ursuline College of Languages and National Tsinghua University - but I am not sure of the proportion of classes taught in English.

Framingham State University is also looking into (once again) offering courses in Taiwan, though these are not set yet. The course would lead to a Master's in Education with a focus on international education, but does not include a teaching license. You can get on the mailing list here, if you are interested in future courses.

Nile also offers a modular face-to-face MATESOL accredited through the University of Chichester. As you would not actually reside abroad, but rather take courses over a 2-3 week intensive period, I am not sure how or whether this would be recognized in Taiwan.

There used to be other ways to get a face-to-face Master's in TESOL while living in Taiwan - such as the summer intensive program I am wrapping up at the University of Exeter, but most of them seem to have ceased operations (Exeter is closing its MEd summer program, for example).

Online options exist, but can be expensive. These aren't generally recognized in Taiwan, though any exams you take in person might be. It's worth checking with your current or potential employer - I can't provide any guarantees. 


PhD and EdD (Doctorate of Education) degrees

If you've come this far, you might be wondering about PhD and EdD degrees. Here's the thing, though: if you've gotten through a Master's, you probably have a clear idea of where you want to go in terms of a doctorate and there's not much I can tell you. Several options do exist that would let you live in Taiwan while doing some coursework abroad, but I can't specifically recommend one, and I doubt any are widely recognized in Taiwan.

All I can say is that PhDs are more widely recognized than EdDs, and as with Master's programs, official recognition generally requires full-time residency and in-person classes.

I'd also say that if you really want to do a PhD, you should not be paying for it. This might not be a big deal if you go to a public university in Taiwan where tuition is low (NCCU offers a PhD in TESOL - same link as above), but I wouldn't plop down the tens of thousands of US dollars that programs abroad charge.

Honestly, either get funded or don't go. I mean it.


Still have questions? Leave a comment, or e-mail me. I can also refer you to good people, including some of the people in charge of some of these courses. I won't put my personal/main e-mail here, but I can be reached at jennalynk (at) yahoo (dot) com. Or join the Facebook groups above.