This proposal outlines the rationale and benefits of implementing English-Medium Instruction (EMI) within our institution's ocean-related programs. The primary educational objective of our institution is to cultivate professionals with both humanistic literacy and practical abilities, dedicated to the academic and applied development of ocean-related fields. Through EMI, we aim to nurture students who embody a "Marine with Ocean Vision and Humanistic Literacy," equipped with core competencies encompassing international competitiveness, creativity, execution ability, and social awareness.

With a distinguished faculty and outstanding academic research performance, our institution seeks to enhance our students' English proficiency and communication skills through the implementation of this initiative. By integrating EMI into our existing bilingual teaching framework, we aim to fortify students' English proficiency, improve their communication with international counterparts, and enable the accurate expression and application of their professional knowledge in English. Ultimately, this initiative aims to enhance students' employability and contribute to Taiwan's international market development and economic growth.

1.Unity: Develop bilingual talent cultivation goals aligned with the school's characteristics, establish clear and feasible implementation strategies, execution mechanisms, supportive measures, and milestones, while securing consensus among stakeholders.

2.Organization: Establish the EMI Teaching Promotion Center at the school level, equipped with a clear mission, sufficient professional personnel, adequate resources, and collaborate closely with other English teaching units or language centers.

3.Teachers: Provide comprehensive training and support for teachers, including EMI training, TA support, mentorship, incentive measures, and adjustments to teaching evaluation mechanisms.

• To ensure the successful implementation of EMI, English proficiency for internationally recruited faculty in the English department should be at least CEFR C1, with encouragement for attainment of C2 level proficiency. Additionally, a certain proportion of professional EMI courses should be taught by qualified teachers to ensure the quality of the courses. English course TAs should have a minimum of CEFR B2 proficiency, with encouragement for attainment of C1 level proficiency. Encouragement for foreign teachers and TAs to reach CEFR C1 or above to support improvements in the field.
• When recruiting international EMI faculty, evidence of English teaching experience, EMI or teaching training, and professional competence in ocean-related subjects should be provided.
• In addition to teaching professional EMI courses, international EMI faculty should serve as mentors for EMI courses to assist the school in developing an English-speaking community.
• Continuously provide academic teaching materials and resources in English, relevant teaching techniques, IT support, lesson preparation, and language support from English experts to support EMI teaching.
• Encourage teachers to participate in practical communities of practice organized by the resource center to ensure the practical implementation of EMI within the school.
• Establish various incentives for teachers to conduct EMI teaching, including additional teaching hours, evaluation system bonuses, promotion incentives, subsidies for attending international conferences, subsidies for participating in academic exchange activities at sister schools abroad, among others.

4.Courses: Set proportional targets for EMI course offerings and increase them annually.

5.Students:

(1) Commonalities: Provide comprehensive training and support for all students to ensure their ability to participate in EMI courses, including pre-tests, EAP and ESAP courses to elevate English proficiency to B2 level or above, ensure learning outcomes, and provide incentives. Establish targets for achieving CEFR B2 proficiency (listening, speaking, reading, writing) starting from sophomore year, and increase them annually. Set targets for the proportion of EMI courses taken by sophomores and first-year master's students and increase them annually. Encourage students to take high-quality online EMI courses domestically and internationally.

(2) Customizations: Gradually raise the English graduation threshold for undergraduate students.

6.Sharing and Collaboration: Increase resource sharing over time and provide nationwide shared EMI online module courses. Consolidate EMI-related information, courses, activities, and lecture information on the international office website for easy access by local and foreign students.

7.Other Characteristics: To familiarize students with industry trends and apply theoretical knowledge to practical work, internships outside the school are arranged to allow students to solve practical problems they may encounter in their future careers effectively. This initiative not only shortens the adaptation period in the workplace but also allows students to leverage their strengths quickly. All departments offer off-campus internship courses, complemented by subsidies from the "Learning the Ocean Series," encouraging students to participate in overseas internships to gain early exposure to the operational aspects of international companies.