Taiwan

C

  • Chang, S. Y. (2018). Beyond the English box: Constructing and communicating knowledge through translingual practices in the higher education classroom. English Teaching & Learning, 43(1), 23-40.
  • Chang, Y. Y. (2010). English-medium instruction for subject courses in tertiary education: Reactions from Taiwanese undergraduate students. Taiwan International ESP Journal, 2(1), 53-82.
  • Chen, S. C. (2014). Globalization and English education in Taiwan: Policies, teaching, and outcomes. Educators and Professional Development, 31(2), 7-20.
  • Chen, S. C., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004–2009). Language Teaching,45(2), 180-201.
  • Chern, C. L. (2002). English language teaching in Taiwan today. Asia Pacific Journal of Education, 22(2), 97-105.
  • Chow, W. C. (2018). English-Medium Instruction in Higher Education: A Case Study. Journal of Teaching Practice and Pedagogical Innovation. 1(1). 155-191.
  • Chu, H. N. R., Lee, W. S., & O. Brien, P. W. (2018). Student satisfaction in an undergraduate international business EMI program: A case in southern Taiwan. Journal of Studies in International Education, 22(3), 198-209.
  • Chung, C. L., & Lo, M. L. (2016). Prospect and case study of English-medium instruction of transportation courses in Taiwanese universities. English Teaching & Learning, 40(3), 87-121.

F

  • Fenton-Smith, B., Stillwell, C., & R. Dupuy. (2017). Professional Development for EMI: Exploring Taiwanese Lecturers’ Needs. In B. Fenton-Smith, P. Humphrey, & I. Walkinshaw (Eds.). English medium instruction in higher education in Asia-Pacific: From policy to pedagogy (pp. 195-217). Cham: Springer.

H

  • Hou, A. Y. C., Morse, R., Chiang, C. L., & Chen, H. J. (2013). Challenges to quality of English medium instruction degree programs in Taiwanese universities and the role of local accreditors: A perspective of non-English-speaking Asian country. Asia Pacific Education Review, 14(3), 359-370.
  • Huang, S. Y. (2005). Taiwanese students talk about English in Taiwan and their lives. Languages, Communities, and Education, 3, 45-54.
  • Huang, Y. P. (2012). Design and implementation of English-medium courses in higher education in Taiwan: A qualitative case study. English Teaching & Learning, 36(1), 1-51.
  • Huang, Y. P., & Jhuang, W. T. (2015). Affordance of English-Medium Instruction Contexts in Taiwan. Taiwan Journal of TESOL, 12(1), 1-34.

P

  • Price, G. (2014). English for all? Neoliberalism, globalization, and language policy in Taiwan. Language in Society, 43(5), 567-589.

T

  • Tseng, H. C. (2012). The myth of internationalization and EMI [國際化與全英語授課的迷思]. Taiwan Educational Review [臺灣教育評論月刊], 1(6),
  • Tsou, W., & Kao, S. (2017). English as a medium of instruction in higher education: Implementations and classroom practices in Taiwan. Singapore: Springer Nature.

W

  • Wu, W. S. (2006). Students’ attitudes toward EMI: Using Chung Hua University as an example. Journal of Education and Foreign Language and Literature, 4, 67-84.

Y

  • Yang, W. (2015). Content and language integrated learning next in Asia: Evidence of learners’ achievement in CLIL education from a Taiwan tertiary degree programme. International Journal of Bilingual Education and Bilingualism, 18(4), 361-382.
  • Yeh, C. C. (2012). Instructors’ perspectives on English-medium instruction in Taiwanese universities. Curriculum Instruction Quarterly, 16(1), 209-232.
  • Yeh, C. C. (2014). Taiwanese students’ experiences and attitudes towards English-medium courses in tertiary education. RELC Journal, 45(3), 305-319.
GLOSSARY