English prep courses
To enhance the international mobility and communication skills of Taiwanese students, the Ministry of Education launched the “Bilingual Education Program for College Students” in September 2021, which has now entered its third year. The goal of the program is to enable students to acquire professional knowledge while also improving their English proficiency. However, this ambitious goal has sparked diverse opinions and debates.
Supporters of English as a medium of instruction (EMI) courses argue that students could simultaneously learn professional knowledge and enhance their English skills, achieving the so-called “two goals at once” effect. However, this is contingent on students having a solid foundation in English. For students with weaker English proficiency, the language serves as a bridge to professional knowledge. If this bridge is unstable, the effectiveness of learning specialized content would be significantly diminished.
Research indicates that students need at least a B2 level of English proficiency on the Common European Framework of Reference for Languages scale to comfortably understand the content of EMI courses. However, less than 30 percent of university students in Taiwan meet this standard. In other words, the majority of students struggle with EMI courses, finding it difficult to balance the dual demands of acquiring professional knowledge and improving language skills.
To address the issue, universities should offer preparatory courses specifically designed for EMI. These courses would help students improve their language skills before officially enrolling in EMI courses. With a solid English foundation, students can better absorb professional knowledge and significantly enhance their learning efficiency.
A small percentage of students with strong English proficiency might be able to simultaneously master language and professional knowledge in EMI courses. However, for most students, establishing a solid language foundation is essential. This is akin to learning to play the piano: Beginners often practice each hand separately before eventually playing with both hands to produce harmonious music. Similarly, students need sufficient language proficiency to achieve ideal outcomes in EMI courses.
Therefore, to fully realize the “Kill two birds with one stone” potential of EMI courses, the key lies in ensuring students first strengthen their language skills before embarking on the simultaneous journey of learning language and professional knowledge. This gradual approach would lead to better learning outcomes.
Daniel Chen
Taipei
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