1

ANOVERVIEW ON PUBLIC PRIMARY ENGLISH EDUCATION IN TAIWAN

An Overview on Public Primary English Education in Taiwan:

Liu, Shih Rong

An applicant of Ball State University

 2
ANOVERVIEW ON PUBLIC PRIMARY ENGLISH EDUCATION IN TAIWAN

Abstract:

There is a growing tendency in non-English speaking countries for English as foreign

(EFL) programs to be implemented in the early years of primary schooling especially in

Asia countries. All of EFL programs need to be carried out through government policies, but

as “earlier is better” philosophy always be rooted in parents typical mind, which causes

every student has different language level. Therefore schools will face a controversial issue,

which when students have their English classes; the school should divide them into language

groups in order to give them so called better English education or should keep them as

regular classes. As a consequence, problems and controversies have been arisen related to

inconsistencies that exist between English ability grouping and normal class grouping. The

purpose for this study is to explore these implementation issues and problems from

considering students’ English learning attitude. Of course, schools financial problems

should be considered as an issue. This study concludes with some implications for the

possible reforms of primary EFL education teaching that aim to improve implementation in

order to better serve the EFL learning needs of students in Taiwan.

 3
ANOVERVIEW ON PUBLIC PRIMARY ENGLISH EDUCATION IN TAIWAN

Introduction:

Taiwan government policies supporting teaching primary school English are often

framed in terms of globalization and the need to compete with other Asian neighbors in order

to have its international competitiveness. Evidence for this can be found in the international

business community or social occasions seem English as a lingua franca. Taiwan

government’s active participation in various international organizations that proofs Taiwan

has increased international interactions and demonstrates to the whole nation how important

English is. English proficiency is the key to access the world and it will ensure them to access

macro-level.

In term of globalization and internationalization, English seems an essential bridge to

help Taiwan step into the world. In order to accelerate Taiwan to achieve this aim, English

ability is regarded by Taiwanese government as an urgent task. Taiwan government position

directly has fostered with different structures in English proficiency to prepare their kids for

higher social and economic status in the future. Therefore English learning has been regarded

as a “whole nation movement”. “English fever”(Krashen, 2003) has spread throughout the

entire country. Taiwan Government is forced to give students best English education school

environment in Primary school grade 3 in 2005 (Lan, C. Chern, 2010) correspond to satisfy

parents’ response. English language education, which is important indicator to present

Achievement that internationalizing in globalization brand for Education in Taiwan

Issues Concerning the Implementation of Teaching English in Primary School,

As mentioned earlier, parent’s highest expectation gives Taiwan government a great pressure to

make language policy (Fang, Y. Chang, 2018) to be implemented in primary school students.

Another heavy pressure comes from a concept of Taiwan must be globalizing education

standards by means of giving students best English learning as first step. English ability

grouping should be adapted in teaching or not is full of controversial issue (Yu, H. Lin, 2010)

This can be found in the following sections.

There are four issues related different aspects of English ability grouping are briefly
 4
ANOVERVIEW ON PUBLIC PRIMARY ENGLISH EDUCATION IN TAIWAN

analyzed.

1.1 Taiwan Language Policy

December 6, 2018 Taiwan Development Council announced the “Blueprint for

Developing Taiwan into a Bilingual Nation by 2030”. In complete accord with this goal,

the Ministry of Education (MOE) has set five policies (Ministry of Education, 2018). The

first policy is to ask teachers to adopt a dynamic teaching approach with focus on daily

English use. Apparently, how to enhance students’ English competencies for both listening

and speaking will be the priority for primary school students. Mixed up language level

students in one class that emerged after the official implementation of English instruction

in the primary schools are not unfamiliar to many. Though class size has been reduced to

around 30 students per class due to lower birthrate, it is still difficult for teachers to design

lessons to cater to students with different proficiency levels and readiness to learn English.

English ability grouping or not that has arisen with the implementation of the new

curriculum is the issue come from the bottom-up pressure of the parent’s

expectations(Fang, Y. Chang, 2018).

1.2 Shortage of Personnel Policy

As mentioned in previous paragraph, government finance will be increased

dramatically if teaching primary students English based on their language levels.English

ability grouping causes the issue of supply and demand for English teachers.Jing, Y. Jan

pointed out that Taipei and New Taipei city, total 159 English teachers; but only 41

teachers (26.4%) have English teacher license (Jing, Y. Jan, 2004). Recruiting one-third

more teachers were needed when English instruction was implemented to English ability

grouping curriculum. How to get more qualified teachers or give unqualified teachers

training and salary expenditure, all of these will cause government finance become very

difficult.

1.3 Parents’ Expectation

“Don’t lose at the start point” is very traditional mindset in Taiwan society. “Critical
period” in language learning most effectively is another rooted mindset (Eric, H,
 5
ANOVERVIEW ON PUBLIC PRIMARY ENGLISH EDUCATION IN TAIWAN

Lenneberg,1967).In term of these two reasons, parents enroll their children in English

bilingual school or English cram school were the practical advantages of speaking English,

and development of skills enabling effective communication within the English-speaking

community. Learning English as a trend as earlier as possible turn into differences in

student’s English proficiency individually. In view of the large gap in students’ proficiency

levels among students in the same class,; they strong to stand their point that to implement

English ability grouping in primary school English teaching. Teaching English by mean of

ability grouping, another important phenomenon needs to be taken as serious considering

factor; which gives lower level students so called “labeling effects” (Howard, S. Becker,

1963). English ability grouping is one of methods, but perhaps it is not only solution to

solve this problem.

1.4 Student’s Learning Motivation

Learning language must be fun and engaging if we are going to learn a language it,

so how to keep student’s English learning interesting and motivation is a top priority. A

survey stated(Chu, H, Qin, 2012), using normal class grouping teaching English in Taipei

city for 112 primary schools. 61.2% students shown they were very happy to stay with

their original classmates and only 10.3% shown unhappy. 58% students felt English class

made their English proficiency better, but 10.9 clamed negative. 54.5% like to learn with

their classmates, 17.1% do not like it. From this survey, most students do not feel the need

to implement English ability grouping teaching. As we know, there are two types of

motivation are very important for helping students to learn a language, intrinsic and

extrinsic. Once students like this learning environment or they feel the classroom is

interesting, it will stimulate their intrinsic motivation and keep learning a language.

2. Discussion for Using Normal Class Grouping Teaching

Take Taipei city as an instance, total 142 primary schools. 30 schools using English

ability grouping and 112 schools using normal class grouping(Chu, H, Qin, 2012). For

78.9% schools, differences in student’s English proficiency in every class has been created
teaching problems as mentioned. According to Dale the Cone of Experience concept,
 6
ANOVERVIEW ON PUBLIC PRIMARY ENGLISH EDUCATION IN TAIWAN

According to one of the principles in the selection and use of teaching strategies, the more

senses that are involved in learning, the more and the better the learning will be. According

to the cone, a student will only retain, on average, 5% via lecture but will retain 90% of

what they teach others (Dale, 1946). That sounds to give an opportunity of normal class

grouping to design its curricula.

2.1 Cooperative Learning

Have cooperative learning in the classroom implies learning together in group,

while also acquiring different language level students for working in a team. Teachers

also need to design curricula/lessons to create a leaning competition atmosphere in order

to guild high language level students to have active attitude to teach lowers.

2.2 Peer Learning

Each class selects listening, speaking, reading and writing assistance teachers, who

are willing to help classmates to discuss or solve English problems during self-study or

after-school activities. Schools also can provide opportunities for students to have school

competitions such as drama, presentation, lecture …etc. All purposes of these are trying to

ask different level classmates can work together as a team.

2.3 Remedial Teaching

For using social resources effectively, invite college students whose English is

good to help students who need to be helped in learning English. Remedial teaching

methods can be remedied in class, morning activities or after school hours.

Conclusion

Primary English teaching is the basic stage of student's English language

development. It should be aimed at student’s learning ability and needs, and cultivate

their interest in learning English and good learning attitude (Selcuk Koran, 2015).

Schools should create a high-quality English learning environment. Teachers should

adopt multiple teaching and evaluation. Parents should cooperate with teachers to

encourage children to learn. Three of them should work together to stimulate students'
interest in learning and develop their communication skills in listening, speaking, reading
 7
ANOVERVIEW ON PUBLIC PRIMARY ENGLISH EDUCATION IN TAIWAN

and writing in daily life. Help them to read English books in order to cultivate their

interesting in literature. This will furthermore enhance their understanding of different

culture and expanding their worldview and outlook on life. How to make our students like

to learn English and learn to succeed is not only the responsibility of English teachers, but

also the efforts of schools, families, society and the government.

References
[1] Krashen, S. (2003). Dealing with English fever.In J. E. Katchen (Ed.), Selected
Papers from the Twelfth International Symposium on English Teaching (pp. 10-108).
Taipei: Crane.
[2] Lan, C. Chern (2010).An overview of English Language Education at primary level
in Taiwan. Retrieved from National Taiwan Normal Universality, Department of
English website:
http://www.gavo.t.u-tokyo.ac.jp/L2WS2010/papers/L2WS2010_S-03.pdf
[3] Fang, Y, Chang (2008).Parents’ attitude toward the English Education Policy in
Taiwan. Retrieved from National Chung Hsing University, Taiwan website:
https://files.eric.ed.gov/fulltext/EJ835211.pdf

[4] Yu, H, Lin (2010). 國民小學英語教師原班教學策略之訪談研究 [An Interview

Study on the Teaching Strategies of Elementary School English Teachers in the

Original English Classes] website:
http://ntcuir.ntcu.edu.tw/bitstream/987654321/6339/1/098NTCTC611004-001.pdf
[5] Implement in Full Scale Bilingualization of Taiwan’s Educational System; Cultivate
Bilingual Talents to Bring Taiwan to the World
(https://english.moe.gov.tw/cp-13-17790-80201-1.html)

[6] Jing, Y. Jan (2004). 九年一貫課程國小英語教學探究 [Grade 1-9 Curriculum

Guidelines-English Teaching Exploration] website:

https://academic.ntue.edu.tw/ezfiles/7/1007/img/41/17-1-7.pdf
[7] Eric, H, Lenneberg (1967). The Biological Foundations Of Language. New York:
Wiley.
[8] Howard, S. Becker (1963). The Outsiders.London, Free Press of Glencoe

[9] Chu, H, Qin (2012) 臺北市國民小學英語能力分級教學探討與建議[Giving an

 8
ANOVERVIEW ON PUBLIC PRIMARY ENGLISH EDUCATION IN TAIWAN

Exploration and Suggestions of Teaching English Based on Students’ Language

Levels in Taipei Primary Schools]
website:http://webcache.googleusercontent.com/search?q=cache:gb0_CQaTgaIJ:ec
amp.syups.tp.edu.tw/uploadfiles/files/2016-10-25-16-18-09.doc+&cd=1&hl=zh-T
W&ct=clnk&gl=tw
[10] The Pyramid of Myth
(https://theeffortfuleducator.com/2017/11/29/the-pyramid-of-myth/)
[11] Selcuk Koran, (2015) The Role of Teachers in Developing Learners' Speaking Skill
website:
https://www.researchgate.net/publication/322112785_The_Role_of_Teachers_in_
Developing_Learners'_Speaking_Skill