Auburn College of Education faculty member contributes expertise, leads research as Taiwan pursues ambitious Bilingual 2030 initiative

As Taiwan works to achieve the goals of its ambitious Bilingual 2030 initiative, Auburn University College of Education Associate Professor Jamie Harrison recently joined educators and researchers on the front lines of the effort, contributing her expertise on English as the Medium of Instruction (EMI) while conducting research within one of the nation’s leading university systems.

During a recent 10-week appointment at National Cheng Kung University in Tainan, Taiwan, Harrison taught graduate students, conducted research and collaborated with faculty scholars while examining how educators and students are adapting to English-language instruction in higher education. The experience, sponsored by Auburn's Provost’s Office as Professional Improvement Leave, allowed Harrison to contribute to a national educational movement while advancing Auburn’s growing reputation in the field of language education and international scholarship.

Harrison’s work centered on Taiwan’s Bilingual 2030 initiative, a nationwide effort designed to strengthen English proficiency and expand English-medium instruction across colleges and universities. The initiative seeks to prepare graduates for success in an increasingly interconnected global economy while enhancing Taiwan’s international competitiveness.

“Taiwan is an ideal location to study English as the Medium of Instruction because many educators are navigating the shift to teaching their content areas through English while maintaining high levels of academic rigor,” Harrison said.

Finding their voice

A faculty member in Auburn’s Department of Curriculum and Teaching, Harrison has built a scholarly reputation through research examining teacher beliefs, language learning and English-language instruction. Her collaboration with National Cheng Kung University, widely regarded as one of Taiwan’s premier research institutions, provided an opportunity to study how faculty and students experience English-medium instruction while learning from international experts in the field.

While in Taiwan, Harrison taught a graduate course titled Active Learning for EMI Settings in Higher Education, interviewed nearly 10 faculty members for an ongoing research study, visited English-language classrooms, conducted online professional development with another Taiwanese university and delivered a lecture titled “Finding your Academic Voice: Growth Mindset, Risk, and Speaking in English.”

The research collaboration builds upon connections Harrison established during a 2023 Auburn University delegation visit to Taiwan, where she first engaged with faculty members at National Cheng Kung University and learned more about the nation’s English-medium instruction initiatives.

In addition to her teaching and research responsibilities, Harrison continued another important aspect of her professional journey — learning Mandarin. After studying the language through Auburn’s Taiwan Center for the past three years, she embraced opportunities to put her skills into practice in authentic classroom settings.

“I gave a short introduction in Mandarin to two classes of 30 or so students who were preparing to give speeches in English,” Harrison said. “It was an exciting time to try out my Mandarin in the same ways that my students often have to perform in front of classrooms.”

Valuable perspectives

For Harrison, the experience offered a valuable reminder of the vulnerability and courage often required when learning and using a new language.

“Collaborating with experts in Taiwan provides valuable perspectives on language teaching and learning that can help improve how we prepare educators at Auburn,” Harrison said. “These kinds of partnerships create opportunities for knowledge exchange that benefit students and faculty at both institutions.”

Harrison’s research focuses on understanding the beliefs and attitudes of educators and students engaged in English-medium instruction, an area of growing importance as universities around the world seek to prepare graduates for increasingly international workplaces and learning environments. Her work in Taiwan explored how faculty navigate teaching content through English while supporting student learning and engagement.

The project is expected to lead to future scholarly publications, conference presentations and expanded international research opportunities. It also has the potential to strengthen academic partnerships between Auburn and Taiwanese institutions while creating additional opportunities for collaboration among faculty and students.

For Auburn’s College of Education, Harrison’s experience reflects the college’s commitment to advancing knowledge through research while building meaningful global connections that enrich teaching, learning and scholarship.

By contributing her expertise to one of the world’s most ambitious bilingual education initiatives, Harrison is helping inform educational practices that extend far beyond national borders — opening doors to new understanding, new partnerships and new opportunities for learners around the world.