“The majority are left behind”: the promotion of bilingual education 2030 policy in Taiwan and its potential to widen horizontal inequalities

Abstract English as a medium of instruction (EMI) is commonly adopted strategy for higher education internationalisation. While there are numerous studies on the teaching practices EMI programmes, relationship between and structural inequalities has been less investigated, especially in “universal” systems. To address research gap, this study investigates two Taiwanese institutions (HEIs) under current government initiatives. Qualitative data from policy documents semi-structured interviews analysed with an institutional logics approach reflexive thematic analysis. The findings suggest that while state, managerial, academic jointly shape strategies public university case, private technology case predominantly driven by market managerial challenged logic. Furthermore, reveals “stuckness” encountered case. In Taiwan’s hierarchical system, promotion could result widening horizontal among HEIs. More specifically, grading certification scheme students tiered award system HEIs, majority may be left behind whereas few linguistic capital spotlighted. Therefore, concludes light organisational conditions, policymakers should allow greater flexibility HEIs to develop performance indicators appropriate their students’ needs.