Navigating Globalization: Taiwan's Quest for Authenticity and Agency

Interview with Ms. Ming-Yao (Winnie) Hsiung

Ming-Yao currently works as Director of the Resource Center for English teaching and learning housed at Taipei Wanfu Elementary School, a school district in the outskirt of Taipei, where student populations are culturally and linguistically diverse, including children of foreign parents who are international exchange scholars in Taiwan. English was her favorite subject during school and through reading English literature, she understood the multicultural nature of the world. She believes English teaching and learning should be authentic and meaningful, and people should cherish and value their own cultures and identities. That is why at her job, one of her cherished projects is to develop an SDG (Sustainable Development Goals) focus in the school curriculum to foster children’s environmental awareness in global–local contexts.

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Q: Can you share what has driven you to become an English teacher?

A: English, to me, transcends being just a subject. I no longer perceive my classroom as a mere language learning space. Language serves as a tool through which we introduce students to life experiences and connect with the world. I would liken it to Alibaba's magic carpet, capable of taking us on a journey to explore the world.

My journey as an English teacher has progressed alongside the key developments in Taiwan's recent history of English education. Firstly, English used to be taught from middle school onwards, but then the government expanded its inclusion to primary grades. This increased demand for English teachers presented me with an opportunity to pursue my passion. I have always enjoyed learning English, and I am grateful to not only teach it but also work with children, an immensely enjoyable experience for me. Secondly, the government decided to recruit native English speakers to teach in public schools, aiming to create an authentic English learning environment. This new environment brought about various challenges such as conflicts, misunderstandings, and cultural shocks, but it also opened up opportunities for intercultural learning and personal growth. Lastly, the government recently shifted gears once again by enacting laws to promote the internationalization of English education, aspiring to transform Taiwan into a bilingual country.

Q: What is your perspective on Taiwan's Bilingual Education "Reform" goals? In your opinion, what are some successful practices currently in place? What obstacles hinder the achievement of these objectives?

A: The current bilingual education policy, which was initiated in 2021, remains somewhat unclear and lacks a definitive understanding for many. Personally, I still struggle to fully comprehend the concept of bilingual education. When I think of bilingual education, my mind goes back to the model implemented in private schools, where languages are alternated and a specific number of hours are dedicated to English learning. Such models often rely heavily on materials and texts borrowed from the Western context, such as studying the Civil Rights movement in US history that Taiwanese students may or may not be familiar with.

More specifically, the idea of CLIL (Content and Language Integrated Learning) or the integrated approach to English is entirely new to me, encompassing content-based and text-based methodologies. I am uncertain about grasping these concepts fully and understanding how they can be effectively implemented. If I, as an educator, find myself confused, one can only imagine the perplexity experienced by parents regarding this policy! The situation is akin to a group of blindfolded individuals attempting to identify an elephant, each depending on their own perspectives (瞎人摸象).

Furthermore, there are discrepancies and inconsistent understandings among different stakeholders, including parents. While some embrace bilingual education, others object to it. Some argue, for instance, that it is unrealistic to expect every subject, especially math or other crucial subjects, to be taught in English, as it may hinder comprehension and impede concept acquisition. Consequently, English education tends to focus primarily on art, music, and physical education. However, even those teachers may lack the necessary English knowledge or skills to effectively teach or be motivated to improve their language proficiency.

Nevertheless, this reform presents a remarkable opportunity to reconsider what we teach and how we learn English. Personally, the most significant aspect for me is the concept of the cultural village where I currently work. The cultural center serves as a platform for simulating authentic English learning experiences and including native English speakers to stimulate authenticity. My role involves designing a curriculum that provides students with opportunities to learn English. Initially, I was content with teaching survival English (such as ordering food at McDonald), dismissing the idea of having students use English to introduce our culture as impossible.

Through my experience as Director of the Resource Center for English, I came to realize that teaching basic English cannot be our primary focus. Instead, the real focus should be on understanding our identity and effectively communicating our cultures to others. The goal is not to showcase one's English proficiency but to strive for authenticity and express who we are, taking pride in our heritage.

Eventually, my worldview expanded through continuous learning. By participating in various virtual exchange projects and communicating with students from other countries, our students developed a concept of a global community, recognizing that we are all interconnected and that learning happens collectively with the world.

Q: What motivated you to embark on SDG (Sustaining Development Goals) initiatives? How significant do you consider them to be? What measures can be taken to ensure their ongoing progress? How have you approached finding partners and resources? And how does it connect content and language? What challenges have you faced? How can it advance bilingual education overall?

Initially, I was not fully aware that my work aligned with the SDGs, although I had been pursuing it independently. Only recently have I been able to name my experience with the term.

One of the objectives of bilingual education is internationalization, which involves exploring global education. This approach entails respecting other cultures while affirming our own autonomy.

I came to the realization that our efforts should extend beyond superficial activities like ordering food, celebrating holidays, etc.. The UN has identified 17 Sustainable Development Goals, and considering the extensive nature of these goals, it is unrealistic to cover them all comprehensively. Therefore, we need to be selective and prioritize based on students' needs and interests. The SDGs serve as a common language for learners from diverse countries. This is particularly significant for Taiwan, an isolated country striving for inclusion in the UN.

The UN has identified global issues, such as food shortages and air pollution, which act as focal points for initiating conversations. Underlying the SDGs are familiar issues that start with the self, expand to the home/community, and eventually encompass the world. The SDG concepts serve as the central focus and shared interests through which we communicate our concerns with others, while also acknowledging our unique perspectives. The SDGs have propelled me beyond the confines of the classroom.

I have come to realize that the online world offers numerous opportunities for learning, and we should not limit students to printed texts alone. The world is vast and constantly evolving, and I am committed to continuously growing and learning.

In the past, it was challenging to find partners to collaborate with, especially when communication was limited to email. This proved frustrating for teachers, leading some to give up. However, the development of technology, accelerated by the COVID pandemic, has made communication much easier. Students should not be restricted to playing video games; instead, they should explore the plethora of learning opportunities offered by the online world.

Simultaneously, I have become more tolerant of uncertainty in the online realm, as it is unpredictable and requires adapting to the flow of events.

Q: How do you prepare students and teachers?

We have realized the importance of avoiding rigid approaches to what we teach, such as limiting the SDGs to recycling, as it can feel too "preachy" and traditional. Instead, we have developed a curriculum unit to celebrate Earth Day, incorporating numerous fun activities. In my focus on animal protection, I consider how it can enhance our interaction with students. For instance, topics like human rights may be too abstract for younger grades, but animals and climate change are subjects that younger students can relate to. Through creative design, we can help students understand the interconnections among concepts, including abstract ones like well-being and emotional awareness.

Due to our school's proximity to the zoo, we have the opportunity to provide meaningful experiences with animals. Animal-related topics also lend themselves to interdisciplinary collaboration, while I primarily focus on the language teaching and learning perspective.

To illustrate, we begin by introducing farm animals and pets to younger grades and then progress to wildlife as students reach middle grades. We then delve into the concept of habitats and how they are affected by destruction, eventually connecting it to more human-centered needs. From my perspective, this approach in conjunction with virtual exchange aligns with the goals of English education, emphasizing communication and fostering intercultural friendships. This framework has been expanded across the entire school curriculum.

This shift in focus has transformed the way I approach professional development. Instead of solely concentrating on language-centered training, I am now more interested in educating myself about topics that connect to authentic experiences, which I can then introduce to students and design activities around. For example, I have established a connection with the wildlife association and learned about Taiwan's black bear. In addition to text-based materials, we strive to simulate real experiences. For instance, we create activities where students can understand how animals feel when their fingers are caught by clothespins, reflecting the hazards that black bears face due to traps, compromising their survival abilities in the wild.

This is not something that can be achieved alone; it requires support from the school authority, peers, and the community. Having engaged in these initiatives for a while, my efforts have been recognized, making it easier for me to obtain support. However, it is important not to rush or impose on others. I take the lead when given the opportunity and invite other teachers to join me. I strive to be flexible, tolerant, and avoid placing excessive pressure on others. For example, regarding the black bear activity, I share my ideas with other teachers and encourage them to contribute based on their interests, skills and connections. One teacher mentioned that they know parents who are skilled in craft making and cooking, which sparked the idea of organizing a fundraising event to support wildlife protection. This is just a small gesture to raise awareness and encourage students to take action, empowering them in the process.

To actively engage in the SDGs, we believe that before attempting to save endangered animals globally, it is important to learn about our own endangered species. We can then extend our knowledge and experiences to include other endangered species like the Malaysian bear, sharing our insights with other countries. This year, we have also incorporated topics such as stray cats and salamanders. These efforts can continue to multiply and amplify.

Q: Do you think bilingual training encourages cultural and linguistic diversity in this country?

Indeed, it is crucial to acknowledge and remember the cultures and languages of marginalized communities.

A significant disparity exists between urban areas and rural regions, as well as between "mainstream" and marginalized groups. The implementation of bilingual education has faced challenges from various stakeholders. For instance, as mentioned earlier, parents from marginalized communities have boycotted the use of English as a medium because it has led to the exclusion of many children who lack strong English proficiency.

This disparity tends to widen as students progress to higher grades. In these grades, integrating content and language becomes even more challenging. Using English as the medium often compromises students' comprehension of important topics. Additionally, this situation affects teachers who are passionate about teaching their favorite subjects but are compelled to teach in English to avoid the risk of losing their jobs. While students may accept English when the content is engaging, as they grow older and the complexity of the language increases, they face greater difficulties and may lose interest in learning when concepts are conveyed in a language they still struggle with.

Thus, it is evident that significant disparities exist. However, I firmly believe in the power of technology to bridge these gaps effectively and connect different segments of society. We must maintain hope and foster greater understanding.

As a metaphor, unlike some teachers who insist on students following a strict training regimen to learn swimming, I am content to bring students to the seashores to simply enjoy the majestic beauty of the ocean. It is perfectly fine if they don't know how to swim, as long as they develop an appreciation for the wonders of the natural world.

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