Teaching Taiwan by teaching languages – Performative Interpretation Strategies for Taiwanese Language Learning – A Case Study at Inalco

Written by Chan-yueh Liu.

Image credit: La société taïwanaise contemporaine et son système de savoir-faire du Pòo-tē-hì (théâtre de marionnettes à gaine): évolution, innovation, taïwanisation © Le Centre d’art de la marionnette de Taipei‎‎.

The international workshop entitled “Mapping Taiwan Teaching – Teaching Taiwan In Script, Speech and Performance” organised at Trier University by Dr. Thomas Fliß and Dr. Josie-Marie Perkuhn as part of the BMBF-Projekt “Taiwan as a Pioneer (TAP)” was one of all too rare scientific events giving an opportunity to think about “how to teach Taiwan and what to teach about Taiwan in Europe.” In recent years and with the change in the international geopolitical situation, we have found more courses providing a setting to discuss Taiwanese society, culture and literature, but it seems that we are starting to get into the habit of neglecting the place, role and importance of languages in our teaching program and research perspective, as we’re more used to talk about Taiwan in English or indeed in other so-called “international’ languages.” This is a widespread contemporary phenomenon. However, contemporary Taiwanese society has a rich multilingual ecosystem made up of Taiwanese (Tâi-gí), Taiwanese Hakka and Taiwanese Austronesian languages. Consequently, the question of Taiwanese languages and their teaching was one of the main themes addressed at the workshop. In line with the workshop’s theme and my own research and teaching activities in France, notably at the Institut National des Langues et Civilisations Orientales (Inalco), I proposed the topic entitled “Performative interpreting strategies for Taiwanese language learning – A case study at Inalco.”  

Since 2020, Taiwanese (Tâi-gí) has been an official language learning program with credit, and it is one of more than 120 languages taught in Inalco in France. In 2024, the fourth year of learning Taiwanese, the number of Taiwanese learners has gradually stabilised. Inalco’s students can choose Taiwanese (Tâi-gí) courses not only for the bachelor’s degree but also for the master’s degree. We will also have one course to teach Taiwan and its society, history, and culture in Taiwanese (Tâi-gí), in Taiwanese Mandarin and French. In fact, since summer 2024, Inalco has been offering a Taiwanese Studies program within their institution, following their tradition of teaching based on the complementarity between languages and civilisations. The teaching of Taiwanese languages is thus at the heart of Inalco’s Taiwanese Studies program.  

As a researcher in the fields of performing arts ethnography, intercultural communication, and foreign language didactics, in recent years, we have repeatedly attempted to construct learning strategies within the Taiwanese language program through the medium of performance or communicative skills. I call this teaching strategy: “Performative Interpretation Strategy.” The words “performer” or “performance” often frightens people. However, everyone plays distinct roles in everyday life, according to Erving Goffman. The word comes from the English word ‘performance,’ derived from ‘to perform,’ which in turn comes from the Old French ‘parformer’ (accomplir, parfaire). We use it most often in the sense developed in the performing arts (forms of creative activity that are performed in front of an audience). There’s a theatrical, gestural, physical, and vocal aspect to it, all of which can be considered as “acting.” The word “interpretation” emphasises the process of “appropriation of learning knowledge.” For example, in what ways do learners interpret what they have studied in their own personal way? The pluralised word “strategies” emphasises that there are various stages during the language learning process, a process constructed step by step: assimilation – appropriation – creation/innovation (the learner adds things of their own).  

On the one hand, Performative Interpretation Strategies thinking is developed to try to boost the learners’ motivation and help them build their knowledge of Taiwan through other languages and cultural mediations in a more communicative framework. On the other hand, we are trying to develop another point in research, which is thinking about the teacher’s position and psychological issues in the teaching process. Of course, everyone knows that “a teacher is also a human being,” but somehow, this indisputable fact is quickly forgotten! We forget the impact of the teacher’s situation in the interactions woven between learners and teachers. In didactic research, we find a lot of research focusing on learners and learning productions, while teachers/trainers are systematically neglected. Experience shows that teachers also need an interesting context to help learners learn things. Teachers also have the right to say: “we need some amusing learning points in teaching.” 

During Taiwanese classes at Inalco, students can be heard saying “ta̍k-ke-hó (Hello everyone!),” “lí hó (Hello!),” “to-siā (Thank you!),” “tsài-huē (Goodbye !),” etc to greet each other accompanied by gestures and body movements. Taiwanese songs such as “Waving Wanderers” lōng-liû-liân ​浪流連 by the ​Eggplant Egg​ 茄子蛋 troupe, “​Bonjour Taiwan”​ 早安臺灣 by the ​Fire Ex​ 滅火器 troupe and other popular Taiwanese songs performed by Inalco students can also be heard. Each year, various cultural or performative activities are prepared by the students, for example, listening to students count together in Taiwanese numbers from 0 to 1001, attending karaoke sessions in Taiwanese, learning ​Taiwanese puppetry by preparing a short show in Taiwanese, recite poems in Taiwanese; perform a Taiwanese novel. ​​With the students, we even created one YouTube channel. As of 2024, we made three series: Teach Me to Speak Taiwanese, Teach You to Speak Taiwanese and Teach You to Sing Taiwanese Songs. 

Combining the “Performative Interpretation Strategies” with a “flipped classroom/Classe inversée” approach and the concept of “s’approprier,” students become actors and creators. Sometimes, they are teachers of Taiwanese, and Youtubers, sometimes they are singers, journalists, and even influencers. Language learning doesn’t just happen in a monotonous, repetitive context. The process of assimilating and integrating a language can become an exercise in communication. The process of applying and reapplying learning content can generate opportunities to develop creative ideas. The process of carrying out performative tasks can encourage learners to combine and learn other techniques such as editing, making videos, developing scenarios, etc., enabling teachers and learners to go beyond conventional language learning methods. More importantly, it creates a more communicative, thoughtful, creative, reactive, and engaging learning environment for learners and teachers alike. 

This workshop event gave us a fantastic opportunity to reflect, review and exchange on the importance and benefits of teaching the languages of Taiwan, particularly in the context of “how to teach Taiwan and what should be taught about Taiwan.” Certainly, in the context of “Teaching Taiwan,” teaching about society, history, religion, the arts, political situations, and other civilisation subjects are important and necessary. However, in today’s world, it’s never too late for us to get back to language learning in a committed way and with a serious attitude. We must not forget that a language is in itself a culture. Language perfectly represents a system of know-how containing a major amount of historical, societal, and cultural information. Taiwan is a multilingual society that thrives on diverse cultures, so how can we be satisfied with “Teaching Taiwan” and “getting to know Taiwan” simply through a language like English or Mandarin? It’s “Teaching Taiwan through languages” that will give us and our learners the skills, tools, and opportunities to hear and know “real Taiwanese voices” and then communicate with them. These are voices that will speak to us and show us the ways of Taiwan with authenticity, untranslated by another dominant language. Consequently, “Teaching Taiwan” must absolutely integrate a program for learning Taiwanese languages: Taiwanese (Tâi-gí), Taiwanese Hakka, Taiwanese Austronesian languages and Taiwanese Mandarin, according to each institution’s possibilities. For learners looking to develop their first contact with Taiwan or to get to know Taiwan better, “Teaching Taiwan through languages” will develop in them:  

1. the satisfaction of building real skills in different languages without going through artificial intelligence technologies.  
2. relationships and societal interactions with Taiwanese interlocutors in all professional or personal situations.  
3. authentic access to more diverse, in-depth, and authentic information and contacts in scientific and academic contexts.  

All the languages of Taiwan are gifts to the world, as are any languages. They are fundamental mediations for us to think about “Insighting Taiwan” and “Teaching Taiwan.” In the future, it will be a great pleasure to share my own experiences of teaching Taiwanese languages and developing platforms on Taiwanese languages in Europe with everyone and with every institution. Please do not hesitate to contact me if you are interested in Taiwanese language learning programs. 

Chan-yueh LIU, teacher-researcher and holder of the Chair in Taiwanese Studies at Inalco. He works on issues relating to: 1. Taiwanese language teaching and its socio-political implications, 2. the transformation of Taiwanese literature into various media forms and its cultural mediation, 3. Taiwanese society’s knowledge system and its connections with the world.

This article was published as part of a special issue on ‘Teaching Taiwan’.