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 online teaching cloister

I moved to Taipei to enjoy the city, not to be stuck in my apartment all day

A few weeks ago, I began my first face-to-face foundational TESOL training course since COVID hit Taiwan. We'd gone online at some point and were struggling to resume in-person learning. 

It had truly been so long that in the fog of the late pandemic I no longer remember when it happened, only that trying to teach that course online presented a host of problems. I couldn't really demonstrate various in-person interaction patterns, for instance. Nor could we discuss classroom management components such as boardwork and layout in an impactful way. A practicum (demo) is a vital component of this course, but it's harder for inexperienced teachers to lead interactive demos online. Everything takes longer online, too, and it was a challenge to cover the course requirements. 

When we finally opened a face-to-face course, on day three someone tested positive for COVID. Within a week, about half the class was infected, and I was teaching face-to-face with four students and a computer running an online meeting with the other three. I then tested positive, and it was back online for all of us.

My heart sank when I realized how it would go: back to my home office, back behind a screen. Yes, it's an incredible privilege to have a spare room for a home office at all, but it is draining to be stuck in there for days on end, without many chances to go out while Brendan left everyday for in-person work.

Gently put, it's a cloister. More critically, it's a prison.

While I've transitioned back somewhat to in-person teaching and teacher training, enough of it remains online that my latest stint at home prompted me to reflect anew on teaching and teacher training as a profession now that someone like me is just as likely to be working at a screen as in a room with their students or trainees.

To be blunt, I don't like teaching or teacher training online. At all. I've become accustomed to it, and of course I can do it. And yet, while some say online teaching brings people together -- it's possible to take classes you never dreamed possible if teachers and students can meet remotely -- I feel as though the screen divides me from the learners. It causes a rupture, a block. 

Everything takes longer, everything requires more planning. It's more difficult to develop rapport, especially when I have to put my foot down about cameras being left on if at all possible. Some never do, and there are situations where I can't (or shouldn't) force the issue. Imagine having students whose faces you've never seen, whom you'd never recognize on the street. I didn't become a teacher to interact with black squares all day, and I find it very hard to develop rapport this way.

Even with cameras on, I find it difficult to build the same connections with learners and trainees. To "make eye contact" I have to look at the camera, not the face on the screen. It's the same for the learner. I can toggle between these and create a simulacrum of actual, in-person, we-see-each-other eye contact, but it's not actually the same. The effect is ineffable, but definitely there, and entirely negative. 

One-on-one classes aren't so bad, as you only have to do this back-and-forth with one face. The effect is deeply felt in groups, however, especially if one of us is presenting.

I had an office job in the US all those years ago; lots of screen time, very little face-to-face contact. I hated it, and became a teacher because this is exactly what I don't want. It's kind of like attending meetings all day (something which can be tiring if you're working remotely), and you are the coordinator and host of every single meeting. I'm good at this in person. Online? Honestly, not so much -- because I don't want to be at a computer, period.

Pre-pandemic, my various jobs required me to jet all over Taipei and beyond for work. I explored parts of the city I'd rarely or never set foot in otherwise. 

Again, I realize this is a privilege. I understand that most people take the same route to the same office every day if they’re not working remotely, so “going in” isn’t particularly desirable. I get bored easily with routine, which is why I chose a career path through which I’d frequently find myself in different places. It got me out of the house, and I was able to see different parts of the city. My schedule changed often enough that there was always something at least a little new in this; it never got monotonous and I didn’t resent the extra time it took. I like to be on the move. 

You know what I don’t like? Being stuck at home most of the day, unable to leave my neighborhood or even my apartment, sometimes for entire days. If I have a training course in the morning, then an afternoon and evening class, the furthest I’m likely to go that day is the nearby 7-11. If I’m really lucky I might get to go to the ‘everything store’ down the street! 

I hate this. Plenty of people like working from home as it frees them from tiring commutes and allows them to be comfortable in their work setup. That’s great for them. It’s not for me. Mental health walks are uninspiring; I’m not good at walking with no destination. I’ve found myself making up reasons to go outside, which usually involve coffee or shopping, but they rarely take me anywhere new. No new cafes, little local restaurants or novel bus routes. No “hey there’s an Indian restaurant near Sanmin Road!” 

There is nothing worse for an extrovert than being at home all day, usually alone as Brendan still teaches face-to-face, and not feeling the rapport bump from work, either.

I have had more in-person opportunities recently, having started a new part-time gig that I'm enjoying quite a bit and pays very well. It's partly face-to-face, and that helps -- but they also underscore that being mostly online is a problem.

In fact, let's talk a bit about boredom and big career questions.

It’s easy to say I’m transitioning from teaching to more teacher training because it pays much better (to be clear, it does), but I’m also motivated by the level of challenge. It seems as though it should be easy to coast at the sort of work I’ve been doing forever, but I tend to get distracted and stuck if I do the same thing for too long. I know stagnation affects my performance, so it’s time to reach. This means more work overall, but that's the fundamental truth of what it means to seek challenge.

If all of this sounds vague, it’s because I don’t want to give too many specifics about work for all the obvious reasons. Besides, I genuinely like the people I work with. Most of them run their businesses well, or at least well enough that I don’t walk. I don’t want to hop on my blog to gossip about good people. 

Yet internally, I’ve been fighting…something. Distractedness? Demotivation? The delicate balance of work with my sub-optimal health? It could be any or all of these, and 

one of the leading causes is the pivot to online teaching.

Of course it's not the only reason. Working in Taiwan can be tough in certain ways: raises are rare, there’s no such thing as a paid holiday, it’s a battle just to get employers to do basic things like contribute to labor insurance and pension. In general I do not feel that teaching in Taiwan pays enough at the higher levels of ability and experience; I stay in Taiwan because I love Taiwan, but the honest truth is I could make more money in just about any other Asian country. 

Teacher training is a lot fairer in terms of compensation, and I won't lie: that's another reason why I gravitate towards it.

Every day I fight the notion that I’m good at my job simply because I’m a white native speaker. I think I am indeed good at my job, but that’s not the reason! 

None of those are the core of it, though. I’m used to the lack of benefits, and beyond wanting to be comfortable I’m not particularly motivated by money. (I'm only somewhat money-driven.) I didn't start to feel this distractedness until work mostly went online. Period, end of story, that's it: everything else is manageable but remote teaching is not what I want, and never will be. 

What's worse, because I don't actually want to be teaching online, I'm not as good at it. I'm less careful; teacher talking time shoots up; interactions don't vary as much as would be optimal; I'm less innovative. I'm less motivated online, full stop.

Online teacher training is even harder to pull off, but at least the level of challenge keeps it interesting.

Just to clarify, I’ve been forthright about this at work. Nobody reading this who knows me in real life would be surprised to hear it. It doesn’t really change the current situation, though — how could it? 

There are benefits to being online, however, that almost negate this (almost). Collaborative documents, chat boxes, interactive whiteboards: all things made possible by an online interface. It would be harder to schedule my own Taiwanese lessons if we met face-to-face, and I will probably start Armenian lessons online in the near future -- something that would have been impossible not that long ago. Trainees who can't attend my sessions in person are able to log in for the online ones; they get a benefit they wouldn't have been able to access in the Before Times.

That said, all this new technology never runs quite as smoothly as it should to be considered a true advantage. There’s always that one learner who can’t figure out how to access the materials on Google Docs (or can’t access it at all if they’re in China or have some sort of work-related block to that function). Zoom’s interactive whiteboard is clumsy and annoying. My noise-canceling computer is fantastic when my cleaner is vacuuming, but not great when we need to use audio recordings, as they don’t tend to play clearly. Getting everyone to mute themselves to listen on their own takes — you guessed it! — more time. 

Teaching online doesn’t even come with the only real benefit of remote work, which is freedom to travel and do your work elsewhere for awhile. I can’t go to a cafe — it’s a class! I suppose I could head south or east, but I can’t, say, fly to Europe or the US and work from there unless I want to keep some very weird hours. I’ve tried (ask me about 6am classes at my sister's old apartment in Hoboken someday) and it never really works out. 

It's caused me to ask some Big Career Questions. I love teacher training and don't want to give that up, but if I took on less teaching work and picked up, say, an editing or materials development job, at least I could go to a cafe for a change of scenery instead of spending the entire day in my little office cloister. I won't turn down online teacher training because I enjoy it too much, but I have considered refusing online language teaching to do this. I haven't pulled the plug on that yet, but we'll see. 

There’s no clear solution here; this is just my life now. If I had a different sort of job where I was desperate to escape the fluorescent horror and greige cubicle walls of an office, I’d probably welcome remote work. I became a teacher in part to avoid that! One of the reasons I’ve sought out more work is for those face-to-face hours; it will make the online portions of my job more bearable. At least I’ll have more chances to go somewhere! 

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.

The ever-evolving propaganda vectors of education-adjacent "supplementary textbooks" in Taiwan

The cover of one of these horrid books

A few days ago, news broke that some "supplementary textbooks" available in many Taiwanese schools were full of racist depictions of Indigenous Taiwanese as well as pro-China, anti-sovereignty propaganda. The books themselves had been published in 2008, which feels like a lifetime ago in terms of evolving social consciousness in Taiwan. The problem was that these texts were still hanging around in classrooms, offering up all sorts of garbage to students. They're even touted, in some cases, as having "model essays" for young students to study and, I suppose, imitate. 

Here are the examples being shared on social media. I saw them from Saidai ／Reseres 伍麗華 (Saidai Tahovecahe), the first DPP legislator representing the Highland Indigenous Constituency in the legislature, and was elected in 2020, but she's not nearly the only person sharing them.

I am not a translator, so please don't take my translations as the final word. However, I think it's important to clarify exactly how awful these 'supplementary textbooks' are, and what one Indigenous reaction to them looks like.

The one with the racist cartoon of an Indigenous Taiwanese says something like: 

Hualien has many 'mountain compatriots' (an old-timey, racist and very ROC/China-centric way of describing Indigenous people who had not assimilated into Han society), their culture used to be very backward, but owing to the government's guidance, their lives and education have all developed very much. I hope that in the near future, they can be just like the 'plains people' (Han Chinese and Indigenous who have assimilated). 

It's obvious why this is racist, and not up for debate. In the words of Sifo Lakaw (the 2nd link above): 

怎麼這麼不小心，就這樣洩漏了你們內心裡根深蒂固的種族優越感？你們說「壯志飢餐胡虜肉，笑談渴飲匈奴血」的是民族英雄；戍守傳統領域的原住民族是野蠻人，需要被教化的對象。當我進入到蔑視和否定其他文化的教育體系，我一度相信這是邁向成功的道路，認為自己的語言和文化是不符合時代潮流，沒有競爭力的。

一直到從長輩的口中，聽見他們使用優雅且善用隱喻風格的族語，時而幽默，時而歌唱地描述外來者的貪婪，以及彼此猜忌與嫉妒的性格時，也才真正的發現，那些自居高尚的人，其內心是多麼地醜陋而險惡。既然事實已澄清，那就好好開始學習自己的語言和文化，期許自己和下一代成為真正的人，不被種族主義者擊垮。

How can you be so careless as to show the world the deep sense of racial superiority you carry inside? You say that (reference to an ancient poem related to people who follow Confucian ideals -- honestly this is beyond my ability to translate, and the original is quite gory) are national heroes; the native peoples who adhere to tradition are barbarians and need to be guided. When I started school, which denigrated and rejected other cultures, I once believed that this was the path to success, thinking that my own language and culture were inconsistent with the times and adhering to them wouldn't lead to success.

It was not until I heard the language of the elders -- metaphorical, humorous, lyrical -- describing the greed of the outsiders and the suspicion and envy between them, that I saw they were only out for themselves. How greedy and sinister the hearts of these 'noblemen' were. Now that we know the truth, it's time to start learning your own language and culture and expect yourself and the next generation to become actualized, not beaten down by racists.

 

The second one, which has some confused white people cartoons (I don't know why either) is titled "Many people put forward that Taiwanese and Mainlanders are different" and says something like:

You can hear a lot about how "Taiwan is for Taiwanese, people from the Mainland should go back to the Mainland." I don't understand this kind of talk, why should Taiwan be for the Taiwanese? Taiwanese and Mainlanders have yellow skin and black hair, are they not all Chinese, why must they be divided up so clearly? If you say "Taiwan is Taiwanese", it will unavoidably stir up suspicion about what is called 'Taiwanese'. 

I suppose the confused white people were put there to imply that it's foreigners who are trying to 'divide' the Chinese by talking about Taiwaneseness as a distinct identity, not Taiwanese themselves. This is a racist lie. It's only believable if you think Taiwanese people are empty-headed enough to believe random foreigners telling them about their culture, which I certainly hope you do not. Taiwanese identity came from Taiwan, period.

However, I see an ironic truth in the cartoon: this flummoxing text caused me to sympathize with the dude in the center -- the one with all the question marks. 

If you think that these examples of "supplementary texts" are egregious but rare (both in how horrible and common they are), that is wrong. 

They are terrifyingly common: I don't think I have a single local friend or student whom I've asked who doesn't remember these sorts of books from school. They may be allowed into schools by the Ministry of Education, but they are developed and distributed by private entities, mostly special interest groups trying to influence what students learn in school. This article details "extra-curricular" lessons taught by both LGBTQ allies and anti-gay conservatives, and mentions the materials they use. Religious indoctrination happens, too. 

While I might personally support the use of LGBTQ-allied material to make up for any shortfalls in the official textbooks, if the other side of that is allowing anti-gay content into schools, it's probably better that no 'supplementary textbooks' by any special interest group be allowed in. Or if they are, there must be a more rigorous materials assessment process before approval. 

Although I'm having trouble finding the specific articles I read a few years ago that cited 'supplementary textbooks' and their role in the fight for LGBTQ and marriage equality, I have a more terrifying, more personal story which should illustrate how sure I am that 'supplementary' materials on all topics are not only common in Taiwanese schools, but the way they spread their message has become more sophisticated. 

For reasons I cannot disclose, I had the opportunity to look at one such book aimed at elementary school classrooms (I did not assist in any element of its conception or production). I cannot tell you who it was developed by, but I can say that the foundation funding it is politically neutral itself, but the titular head of that foundation is not. This person was convinced that Taiwanese children had 'forgotten' the importance of respect for one's elders and other traditional 'Chinese' ideals. To put it bluntly, I disagree not just on the opinion but the worldview underpinning it, but that's not the point. 

The content was fairly innocuous on the surface, although I'm not at liberty to go into too much detail. It included a few 'folk tales' meant to teach children the importance of filial piety through examples from 'their own' culture. One of these included a well-known story about a child who breaks through ice to catch fish to feed an ailing parent. 

Then it became clear: this book purporting to be about 'filial piety' was slipping in cultural references to China, as a way of normalizing the belief that Taiwanese culture is fundamentally Chinese. 

I commented, "how can this story be from Taiwanese kids' own culture? There aren't very many lakes that ice over in Taiwan! Any that may exist are way up in the mountains, and this is a Chinese story, not an Indigenous one."

The response: "Oh, it's a story from northern China."

"Well, then it's not really a story that resonates in Taiwanese culture, so...that's odd."

"Mmm. They think it's all Chinese culture." [This is Taiwanese for "I agree with you but I don't call the shots."]

"Hmph...okay, though there must also be a story about a child who helps their parents that's from Taiwan, yes?"

"Do you like the tea?" [This is Taiwanese for "I understand what you're saying but you're/we're not winning this."]

"Yes, it's very fragrant." ["As long as my objection has been noted, I will drop it."]

I don't know if that book ever made it into schools, but I can guarantee there are a hundred, or a thousand, just like it. They might not be as obliquely racist and politicized as the 2008 examples people are angry about today, but they are there and they're circulating similar ideas using more sophisticated methods. And they're not from 2008: they're being published right now.

It's the same old Han supremacy and centering of China, and marginalizing not just Indigenous Taiwanese but all Taiwanese identity, in barely perceptible ways unless you know what to look for.

If you have children in Taiwanese schools, know this.

Recent immigration reforms in Taiwan are a mixed bag

Stop. 

The cabinet has just approved a new draft amendment that would relax requirements for foreign professionals coming to Taiwan, including those enrolled in postgraduate programs in Taiwan.

As an immigrant myself, it makes sense to be generally in favor of streamlined immigration requirements. But I’m ambivalent about this. 

On their face, the relaxed rules are fine. I don’t see any good reason to make foreigners wait six months for National Health Insurance coverage if they’re committed to being here for at least a year, and it’s smart to encourage talent cultivated by Taiwan — graduate students at Taiwanese universities — to stay here. 

The enhanced tax incentives, immediate NHI coverage and shortened permanent residency eligibility period apply to “foreign special professionals” — that magic, golden class of foreigners who glitter all the more in comparison to everyone else, who is apparently garbage.

I'm not at all sure that these are the issues that would tip a "special" professional towards coming to Taiwan if they had doubts, with the possible exception of the NHI coverage, as health care is likely a major consideration when making such decisions.

I’m also concerned that these changes target the wrong issues and add yet another layer of elitism to already stratified regulations. While the government has moved quickly on “foreign special professionals”, they neither invest in the foreigners who are already here and committed to Taiwan, nor do they address the horrific human rights abuses and poor working conditions endured by foreign blue-collar workers, most of whom come from Southeast Asia.  

The amendment would also relax requirements for foreign teachers coming to teach subject classes at schools for the children of foreign professionals. Frankly, I do think some  requirements for working in Taiwanese schools can reasonably be relaxed — ask me for examples if you care. However, the lack of specificity in the announcement is jarring: what requirements will change, exactly? The students are children of foreign professionals, who all presumably speak English already, how does this do anything to support the Bilingual by 2030 plan? 

A friend of mine has been having trouble in one such “bilingual school for the children of foreign professionals”, dealing with teachers who create unprofessional materials including a “textbook” that consisted of printed-out Wikipedia pages. Such schools need more professional teaching expertise, not less.

The original draft called for graduates of “Top 500” universities to be allowed to work in Taiwan without the requisite 2 years’ related experience or a Master’s degree. However, that clause was dropped.

That’s a shame, as I supported it. Though I have no idea how “top 500” would be determined (most ranking systems are questionable), it would ensure that prospective immigrants won’t feel they need to teach English to come here. I am in favor of any regulatory change that reduces the non-serious people in my field. If they’re better at doing something else and don’t want to be in a classroom, let them, and leave teaching to people who actively choose it — even if they require training and experience, as I once did. 

So, it’s disappointing that the most promising clause in the amendment was dropped. What’s left is...okay. I’m not against it, but I’m not impressed.

As someone who went through the 5-year wait for her APRC, I have no particular desire to force that on newcomers. And yet from my experience, a five-year wait is an entirely reasonable requirement, especially now that it’s easier to change jobs. I suppose it's a positive change for those with graduate degrees from Taiwanese universities, however: student visas don't count towards the permanent residency clock, but Taiwan would be wise to incentivize such people to stay.

I have no opinion on tax incentives, but it sure feels like offering more benefits to the already-privileged. And everyone should have faster access to NHI, not just Special Magic Wizard Foreigners. 

I can’t help but compare this to the very minor recent improvement to working conditions for foreign blue-collar workers. Starting this month, most of these workers are now being provided with work documents in their native languages as well as Mandarin, rather than Mandarin only. 

That’s great, but frankly, I’m shocked that that wasn’t already the case (and embarrassed that I hadn’t realized it wasn’t)! How did take until the Year of Our Good Lord Baby Jesus in Goddamn Heaven Twenty-Twenty-Fucking-One to make this happen? Seriously?! 

It’s disheartening that the government can move so swiftly to accommodate the already-privileged, but can’t seem to get basic human rights sorted out for the vast majority of immigrants to Taiwan.

You can whine all you want about how it’s the Taiwanese government’s prerogative to “attract” certain “talent”, but the cold fact is that Taiwan needs these workers to keep the economy running way more than they need some tech bro. The fishing, the factory work, the elder care — those jobs are at the solar plexus of Taiwanese society, not whatever Craigstopher McJuggerton from Indiana will be doing here. I will freely admit that what they do is more vital to Taiwan than what I do, as well. 

It's not that I think the Splendiferous Glitter Foreigners shouldn't be welcome in Taiwan. Of course, they should -- but it's already pretty easy for them to come here. The people at risk of indentured servitude or outright slavery perhaps have more pressing concerns.

Finally, it annoys me as a long-termer that the government still seems to be unaware that there are foreign professionals who are already here, who are already committed to Taiwan, and what most of us seem to want is a realistic shot at dual nationality. 

At the risk of sounding like a big baby whinerpants, I’ve recently become aware that the path to dual nationality for someone like me is even more narrow than the existing one. For an educator, the requirement is to become an assistant professor. However, for language teaching professionals, there are essentially no such positions. The very few exceptions I’ve met merely prove the rule. Were I to get a PhD, the most I might reasonably hope to achieve in Taiwanese academia is an annually-renewed “lecturer” contract and very little access to research funding. Even that is rare: most new hires are low-paid adjuncts. The language teachers who are professors are generally Literature or Linguistics specialists who’ve been asked to teach language classes. 

So, it doesn’t matter what I do. I’ll never be a “professor” in the sense that the government requires. That job simply doesn’t meaningfully exist in Taiwan in my field. And yet, that is the requirement to apply for dual nationality. I could “publish in major international journals” (most likely without research funding), but I’ve been too busy training the teachers the government says it wants to cultivate!  

All this despite the government saying repeatedly that it wants to elevate the quality of language teaching in Taiwan, and therefore ostensibly wanting people like me as part of Bilingual by 2030. 

I’m not against these new rules. I wouldn’t even call my ambivalence “jealousy” because I’ve managed to carve out a good life here, get my APRC, and cultivate a career I’m passionate about. Hell, I went to two “Top 500” universities (whatever that means). I have NHI and neither need nor want tax incentives. It is a little depressing to see how pointless it would be to get a PhD for career-related reasons, but that’s a personal issue. 

Rather, the ambivalence stems from annoyance: the relaxed regulations aren’t a bad thing, but they don’t do much to the kinds of immigration reform Taiwan actually needs.  

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.