Ethnic cultural legacies and learning English as a foreign language: a social-cultural study in Taiwan

Wen-Chuan Lin, Gabrielle Ivinson

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Learning English in Taiwan has become a primary economic concern as industries have recognized the need to compete within global markets in which trade is predominantly carried out in English. The growth in demand for, and supply of, English language education in school settings is escalating. The National Curriculum of Primary and Secondary Schools (Grades 1-9) in Taiwan designated English as a school subject as early as primary level grade 5 (age 10) in 2001 and introduced it even earlier, in grade 3 in 2005 reflecting a public recognition of the importance of learning English.
Original languageEnglish
Title of host publicationLearning, Social interaction and Diversity
Subtitle of host publicationExploring Identities in School Practices
EditorsEva Hjorne, Geerdina van der Aalsvoort, Guida de Abreu
Place of PublicationRotterdam, Boston, Taipei
PublisherSense Publishers
Pages69-84
Number of pages16
ISBN (Electronic)978-94-6091-803-2
ISBN (Print)978-94-6091-801-8, 978-94-6091-802-5
DOIs
Publication statusPublished - 13 Apr 2012

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  • Cite this

    Lin, W-C., & Ivinson, G. (2012). Ethnic cultural legacies and learning English as a foreign language: a social-cultural study in Taiwan. In E. Hjorne, G. van der Aalsvoort, & G. de Abreu (Eds.), Learning, Social interaction and Diversity: Exploring Identities in School Practices (pp. 69-84). Sense Publishers. https://doi.org/10.1007/978-94-6091-803-2_6