Abstract—As language learning technology continues advancing in leaps and bounds, words are occupying a philosophical and educational domain that is attracting less and less awareness in terms of helping learners to achieve practical L2 literacy. The groundbreaking steps that were taken to initiate holistic education in Taiwan were based around admirable educational philosophies, which included a focus on all-round literacy development. Holistic education in Taiwan has brought into play valuable educational philosophies which help place a learner’s needs at the center with educator’s learning alongside them. Furthermore, Taiwan has done much to build connections between the philosophy of holistic education and its relation to human beings. However, now that more and more importance is being placed on technology to actualize Taiwan’s bilingual education policies, this study argues its role needs to be juxtaposed with earlier holistic education philosophies plus its usage needs to be practically determined; it is a fact that L2 literacy building is a key part of L2 acquisition and will ultimately support to achieve Taiwan’s bilingual vision. For this reason, this study aims to bring into play certain philosophical notions which could assist current and future educators to clarify exactly how technology may be either helping or hindering bilingual education in Taiwan. This study is also somewhat grounded in constructivist psychology to build a complementary sense of how language learners relate themselves to their surrounding environments to effectively acquire L2 to support Taiwan’s bilingual vision.
 

Keywords—bilingual education,  Taiwan,  language learners

Cite: Alexiou Kon and Bin Jiang, "Embarking on a Journey towards Understanding the Role Technology is Playing to Assist Taiwan to Actualize Holistic Bilingual Education," International Journal of Learning and Teaching, Vol. 11, No. 1, pp. 47-53, 2025.

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