論文作者

Miao-Jung Lin.

卷號/期號:

摘要:

The rapid global expansion of English-medium international schools has intensified public and scholarly interest in whether such institutions deliver superior English-language outcomes relative to mainstream, national-curriculum schools in which English is taught as a discrete foreign-language subject. This paper offers an integrative review of the conceptual, theoretical, and empirical literature on the two school types and synthesizes evidence on the mechanisms through which they differ. Drawing on second-language acquisition theory and on recent meta-analyses of content-and-language-integrated learning and English-medium instruction, the review argues that the documented advantages of immersive, content-based environments stem less from the institutional label of an international school than from a cluster of modifiable instructional variables: cumulative exposure to comprehensible input, opportunities for meaningful output and interaction, integration of language with academic content, teacher language proficiency and pedagogical preparation, and the motivational climate. Existing comparative evidence consistently favours immersive models for receptive skills and vocabulary, with smaller and more variable effects for productive accuracy, while raising persistent concerns about selection bias, socioeconomic stratification, and equity. The paper situates these findings within Taiwan's Bilingual 2030 policy and proposes a mixed-methods comparative research framework, combining propensity-score matching with a quasi-experimental design, to estimate the effectiveness of international versus mainstream English provision while controlling for confounding. The central conclusion is that effectiveness is best understood as a function of instructional design and exposure rather than of school category per se.

Keywords :

International schools, English-medium instruction, Content and language integrated learning, English as a foreign language, Teaching effectiveness

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