Analysis of Taiwan’s English Curriculum and Teaching Materials from the Perspective of English as a Lingua Franca

Abstract

This content analysis study explores the extent to which Taiwanese senior high school English curriculum and teaching materials reflect an English as a lingua franca (ELF) perspective. The background for this study is changes to Taiwanese education policy, the development of research into teaching ELF, and the vital role of curriculum and teaching materials in English language learning. Data collected for analysis include Taiwan’s 12-year curriculum guidelines for English education and the teaching materials written in line with the curriculum. These data were examined and discussed within an adapted Global Englishes Language Teaching framework, focusing on representations of targets and norms, goals and criteria, and orientation and ownership. This study shows that, despite the curricular rhetoric of recognition for variations of English, Taiwanese senior high school students are not sufficiently prepared for real-life intercultural communication or to take ownership of English. Alternatives supported by this study include (1) presenting students with diverse users and cultures of English, sources of input, and communication strategies, and (2) engaging students in experimenting with and reflecting on their language use and cultural encounters.