Bilingual Instruction by Non-native English Speaking Teachers in Taiwan

Taiwan’s Bilingual 2030 policy encourages English as the main language of instruction in English classes. However, many non-native English-speaking teachers (NNESTs) find this approach difficult due to classroom realities. This study explores the factors that influence NNESTs in Taiwan to implement bilingual instruction despite the national push for Teaching English Through English (TETE). Grounded in reciprocal determinism of the socio-cognitive theory, the study investigates how personal, behavioral, and environmental factors interact to shape instructional practices. Using a qualitative, phenomenological approach, the researcher interviewed seven English teachers, four Taiwanese and three Filipinos, about their experiences teaching in bilingual settings. Findings revealed that the use of bilingual instruction is driven by classroom management needs, scaffolding strategies, limited student exposure to English, and efforts to reduce learner frustration in English. Teachers used code-switching, translanguaging, collaborative teaching, and translation to support student understanding and expression. These practices varied depending on teaching context and learner needs. The study proposes the Communicative Bilingual Scaffold Model (CBSM)—a framework that addresses both policy goals and classroom challenges. It promotes flexible use of bilingual strategies to support understanding while maximizing opportunities for learners to speak and engage in English. This study provides practical insights for educators and policymakers on supporting NNESTs in EFL classroom, contributing to the successful implementation of Taiwan’s bilingual education goals.