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In order to meet the challenges of the international competitive environment, Taiwan's Ministry of Education (MOE) is promoting institutes of higher education to establish degree-based Content and Language Integrated Learning (CLIL) programmes with the goals of enhancing students' English proficiency and attracting more international students. In 2011, the MOE conducted a national-scale appraisal of the 92 CLIL programmes. This study focuses on comparing and contrasting two programmes in the same university which were classed by the appraisal as highly recommended and not recommended. The study adopts methodological triangulation, including analysis of the documents detailing what made the programmes successful and unsuccessful and investigation of the learners' perceptions and attitudes towards their CLIL education through questionnaire and interviews. Results indicate that the high- and low-level stakeholders' perspectives and expectations concur in the programme deemed successful by the MOE but diverge for the unsuccessful programme. Further analysis raises questions concerning teacher training for CLIL programmes, the reaction to native speakers and local teachers in the programmes and the desirability of supplementary language support. The study indicates areas of concern and future areas of investigation.
Yang et al. (Tue,) studied this question.