Ideologies of English in Taiwan's Language Schools

Storying Identity, Power, Privilege and Hope
1. Auflage 2025
ISBN: 978-1-032-87841-6
Verlag: Taylor & Francis Ltd

Buch, Englisch, 248 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 453 g

Reihe: Routledge Critical Studies in Asian Education

This timely, critical book presents an accessible glimpse into the beliefs and ideologies of English that govern Taiwan’s private language schools.

Drawing on the original analysis of over sixty hours of in-depth interviews with 43 teachers and students, as well as the author’s personal experience teaching English in Asia, a combination of thematic analysis and storytelling are used to better understand the meaning of English in Taiwan, and its impact on Taiwanese and foreign teachers. Importantly, her findings extend current critical scholarship in the interdisciplinary fields of language and identity, critical race theory, and critical linguistics, to the specific context of Taiwan’s private language schools, shining a light on hierarchies of race, nationality, and linguistic identity in these unique cross-cultural spaces. When viewed against the backdrop of Taiwan’s “Bilingual by 2030” policy, and China’s relations with Taiwan, these powerful beliefs about English and the West take on new meaning.

The author’s book offers much needed insight into the belief systems and ideologies of English that create power and privilege in Taiwan’s schools, thereby serving as a guide for academics, policymakers, teachers, students, and English school owners alike.

Zielgruppe

Postgraduate

Autoren/Hrsg.

Fiore, Amanda J.

Inhaltsverzeichnis

Table of Contents

Acknowledgements

1. Introducing the Researcher & Her Study

2. Establishing a Theoretical Frame
3. Understanding the Taiwanese Context

4. Design of this Qualitative, Multiple Case Study Project

5. Researcher’s Positionality & Key Terms

6. Taiwanese Students (Case 1)
7. Taiwanese Teachers (Case 2)
8. Foreign Teachers with Oppressed Linguistic Identities (Case 3)
9. Foreign Teachers Of Color with Privileged Linguistic Identities (Case 4)
10. White Western Foreign Teachers (Case 5)
11. Cross-Case Analysis & Implications

Index

Über Autor(innen)

Amanda J. Fiore received her PhD in International Education Policy from the University of Maryland in 2023, and was the recipient of a Boren Fellowship to Taiwan in 2022, where she researched the interplay of racial and national identity with ideologies of English in Taiwan’s private English teaching industry. Prior to her doctoral studies she served as a lecturer of research and writing at the University of Maryland, and spent ten years teaching English in Taiwan, China, and South Korea. Her previous research and publications have focused on non-traditional approaches to education, equity and peacebuilding, and the power of stories to create change. She currently lives and works in Washington, D.C.