Written by Chan-yueh Liu. This article emphasizes the importance of teaching Taiwan through its multilingual heritage, advocating for the inclusion of Taiwanese languages (Tâi-gí in academic programs. It introduces “Performative Interpretation Strategies” at Inalco in France, which engages students through performance, music and digital content creation. The approach enhances language learning by fostering creativity, cultural immersion, and communicative competence.
Written by Thomas Fliß. This article introduces the workshop “Mapping Taiwan Teaching – Teaching Taiwan in Script, Speech and Performance” at Trier University, which focused on teaching Taiwan through language, culture, and performance. Scholars and educators explored Taiwan’s geopolitical significance, linguistic diversity, and cultural identity. The event featured interdisciplinary panels on Taiwan’s literature, theatre, and education, highlighting the need for expanded Taiwanese language courses and intercultural learning methods.
Written by Karen Huang. This article explores the growing use of PRC terms in Taiwan Mandarin and the social reactions to this trend. While some Taiwanese view this trend as a natural result of language contact, others perceive these terms as a form of cultural invasion. The debate among Taiwanese netizens reflects broader concerns about cultural identity, political influence from China, and the implications for younger generations in Taiwan.
Written by Hsiu-Yun Wang. This article reviews the six decades during which the terms used to describe “sexual harassment” have evolved, and victims’ experiences have shifted from suffering in silence and depending on their fathers for justice to being able to take action themselves. However, many fundamental challenges remain unchanged.
Written by Yang-Hsun Hou, Nikal Kabala’an (a.k.a. Margaret Yun-Pu Tu), and Huiyu Lin. As the Taiwan government has been pushing efforts for Indigenous Language Revitalization and Reclamation, this article highlights the importance of transitioning from government-led preservation to community-based, Indigenous-led education approaches, ensuring that culturally sustaining practices are truly integrated into Indigenous language teaching and learning.
Written by Yulia Nesterova. Although Taiwan has made remarkable progress in transforming into a flourishing multicultural democracy over the past three decades, it still faces challenges in fully decolonising its multicultural vision. Focusing on education policies, this article highlights the need for further actions to address historical injustices and reconciliation.
