Please use this identifier to cite or link to this item:
|Other Titles:||A Critical Review of the English Benchmark Policy for Graduation in Taiwan’s Universities|
Her, One-Soon;Chou, Chuing Prudence;Su, Shao-Wen;Chiang, Kan-Hsueh;Chen, Yu-Hsuan
university autonomy, English worship, English benchmark for graduation, education policy
|Issue Date:||2014-03-24 15:13:14 (UTC+8)|
Encouraged by the MOE, the majority of Taiwan universities have adopted an English benchmark policy for graduation, indeed the most important English education policy in recent years. This paper critically reviews this policy from five perspectives. First, universities’ decision to follow MOE’s policy may not have been entirely out of the spirit of university autonomy, due to MOE’s regulations, evaluations, and funding allocation. Secondly, university students spend more than NT$1,000,000,000 under this policy every four years on English benchmark tests; such a valuable resource should have a better application. Thirdly, out of all the courses and skills, only English has an additional graduation benchmark, reflecting a rather biased attitude known as ‘English worship’. Fourthly, this policy is based on the assumption that testing leads to progress, which finds no support in education theory or empirical studies. Fifthly, the relegation of the obligation to assess student performance to external agencies is inconsistent with the spirit of university autonomy. The purpose of the remedial courses, designed as a bypass of the benchmark requirement to ensure all students graduate, is inconsistent with the spirit of education and the honesty code of administrative behavior. Based on these arguments, we urge the MOE and universities to re-examine this English benchmark policy for graduation in the true spirit of education and reform the university English education.
|Appears in Collections:||[語言學研究所] 期刊論文|
Files in This Item:
All items in 學術集成 are protected by copyright, with all rights reserved.