27/03/2026
🇹🇼 登頂2030雙語教育：我們需要的不只是勇氣，還要找對「雪巴人」
Summiting Taiwan’s 2030 Bilingual Education: We Need More Than Courage—We Need the Right Sherpas
一、方向正確，但我們仍在迷霧中前行
The Direction Is Right, but We Are Still Moving Through Fog
台灣推動「2030雙語國家政策」已經有一段時間。身為教育工作者，我始終認同這個方向——讓學生更具國際競爭力，讓台灣更能與世界接軌，也讓國際人才更容易走進台灣。
Taiwan has been promoting the “Bilingual Nation 2030” policy for some time. As an educator, I strongly support this direction—enhancing students’ global competitiveness, connecting Taiwan with the world, and attracting international talent.
然而，我們也必須誠實面對：願景清楚，不代表路徑清楚。目前的政策、法規與實施方式仍存在模糊地帶。EMI、CLIL與雙語教學在現場常被混用，甚至淪為政策標籤。
However, we must be honest: a clear vision does not guarantee a clear path. Current policies, regulations, and implementation practices remain ambiguous. EMI, CLIL, and bilingual education are often conflated in practice and sometimes reduced to mere labels.
結果是——老師在猜政策，學校在試做，學生在承受不確定性。
As a result, teachers are guessing, institutions are experimenting, and students are absorbing the uncertainty.
二、大學EMI現場：一場結構性的「雙輸」
EMI in Higher Education: A Structural Lose–Lose Scenario
在大學端，EMI（全英語授課）被快速推動，但教學現場卻出現明顯落差。
At the university level, EMI (English as a Medium of Instruction) is being rapidly implemented, yet a clear gap has emerged in practice.
許多教師被要求開設EMI課程，卻缺乏：
系統性的培訓
清楚的教學框架
可行的課程設計支持
Many instructors are required to teach EMI courses, but lack:
Systematic training
Clear pedagogical frameworks
Practical instructional support
另一方面，學生也面臨困境：
英語能力尚未足以支撐專業學習
同時處理語言與內容，認知負荷過高
逐漸降低參與與學習動機
At the same time, students face significant challenges:
Insufficient English proficiency for content learning
Increased cognitive load from processing both language and content
Reduced participation and motivation
最終形成一種典型的結構性問題：老師沒有教好，學生沒有學好。
This leads to a classic structural issue: Teachers struggle to teach effectively, and students struggle to learn effectively.
這不是個人能力問題，而是系統設計尚未到位的結果。
This is not an issue of individual ability, but of insufficient system design.
三、問題不在語言，而在教學設計
The Issue Is Not Language, but Pedagogical Design
EMI最大的迷思，是把「語言轉換」當作「教學改革」。
The biggest misconception of EMI is treating language switching as pedagogical reform.
EMI不是把中文換成英文，而是需要重新設計教學。
EMI is not about replacing Chinese with English—it requires redesigning teaching itself.
有效的EMI應包含：
語言鷹架（scaffolding）
可理解輸入（comprehensible input）
任務導向學習（task-based learning）
低風險互動環境（low-stakes interaction）
Effective EMI requires:
Scaffolding
Comprehensible input
Task-based learning
Low-stakes interaction
否則，EMI只會變成：用英文講一堂學生聽不懂的課。
Otherwise, EMI becomes: Teaching in English that no one truly understands.
四、雙語教育如登聖母峰：不是衝刺，而是系統工程
Bilingual Education as Climbing Everest: A Systemic Endeavor
雙語教育可以被比喻為攀登聖母峰。
Bilingual education can be compared to climbing Mount Everest.
目前的情況，更像是： 還沒整合資源與路線，就已經出發。
The current situation resembles: Setting off before integrating resources and planning the route.
然而，成功登頂需要：
政府資源
清楚政策
專業教師
社會支持
Successful ascent requires:
Government resources
Clear policies
Professional educators
Social support
而其中最關鍵的角色是：「雪巴人」（Sherpas）
And the most critical role is The “Sherpas”
五、我們需要的，是能帶路的教師
What We Need Are Teachers Who Can Guide
英語或外語專業教師，就是這場雙語教育中的「雪巴人」。
English and language educators are the Sherpas of this journey.
目前的問題在於，政策讓專業科目教師單打獨鬥，而缺乏跨領域合作。
The issue is that subject teachers are often left to navigate EMI alone, without interdisciplinary collaboration.
更理想的模式應該是：
協同教學（co-teaching）
語言與內容整合設計
教學資源共享
A more effective model would include:
Co-teaching
Integration of language and content
Shared instructional resources
EMI不應該是個人任務，而應該是系統合作。
EMI should not be an individual burden, but a collaborative system.
六、教育沒有終點：需要滾動式調整
Education Has No Finish Line: The Need for Adaptive Goals
2030不應是終點，而是階段性目標。
The year 2030 should not be an endpoint, but a milestone.
更合理的策略是：
短期：建立基礎與師資培力
中期：優化課程與教學支持
長期：持續調整與發展
A more realistic approach includes:
Short-term: building foundations and teacher training
Mid-term: refining curriculum and support systems
Long-term: continuous adaptation
教育不是一次登頂，而是持續攀登。
Education is not a single summit, but an ongoing ascent.
七、從歐洲經驗看：動機才是關鍵
Lessons from Europe: Motivation Is the Key
歐洲許多國家透過跨國交流，讓學生在真實情境中使用語言。
Many European countries create authentic contexts through international exchanges.
這帶來一個關鍵改變：語言成為溝通工具，而非考試科目。
👉 Language becomes a tool for communication, not just an academic subject.
同時，也激發學生的內在動機。
This also fosters intrinsic motivation.
結語：我們需要的不只是政策，而是整體設計
Conclusion: We Need More Than Policy—We Need System Design
台灣的雙語教育方向是正確的。
Taiwan’s bilingual direction is right.
但關鍵問題是：我們是否準備好用「對的方法」去實現？
The real question is: are we using the right methods to achieve it?
如果沒有整合資源、沒有教學設計、沒有讓「雪巴人」進場，
Without integrated resources, pedagogical design, and the involvement of Sherpas,
這場攀登，不會帶我們登頂，只會讓更多人停在半山腰。
This climb will not lead us to the summit—it will leave more people stranded halfway up the mountain.
#雙語教育
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