Communicative language teaching in Taiwan: The teaching and learning experiences of three Taiwanese English teachers who studied in American universities and returned to teach in Taiwan

The purpose of this study is to investigate how a selected group of Taiwanese teachers of English who studied in TESOL-related programs in American graduate schools and returned to Taiwan to teach English at colleges apply the theory and practice of Communicative Language Teaching (CLT) in their teaching. Data were collected through interviews, questionnaires, and class observation. The results indicate that the participant teachers have developed a strong belief in and understanding of the principles and practice of CLT during their years of study in the United States. However, their belief and resolve to apply CLT in their teaching in Taiwan have met with serious challenges, ranging from English proficiency, curriculum development, students' resistance, different educational expectations, and learning styles, and so on. The study also reveals the endeavor of the participant teachers in adapting CLT to their teaching. In order for CLT to effectively meet the students' needs in Taiwan, efforts are needed in government policy change in assessment and curriculum development, pre-service teacher training, professional development for in-service teachers, and research in developing suitable approaches and methods in teaching English to Taiwanese students.