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　　Partly due to the European Union's insistent and successful policies on pluriculturalism and plurilinguism, there have recently been voices challenging the prevalent and practical consensus in East Asian educational policies that saw English as the only tool for international communication. Their argument emphasizes that when dealing with countries that are sellers of goods and services, knowledge of the languages and cultures of prospective customers is essential. They also acknowledge the strong correlation between economic and political power and the extensive study of foreign languages.

　　This book takes a stand on important aspects of this multifaceted argument. The first part addresses the meaning of European Studies, an issue of great relevance now that Europe, in sharp contrast to East Asia, is experiencing a severe economic recession. The second part presents formulas that have been employed by institutions in East Asia in attempting to satisfy the needs of students and scholars for advanced knowledge of European languages as they strive for answers to their research questions on Europe. The final part deals with the difficult issue of linking the syllabuses of European Studies and foreign languages.

　　The consensus that emerges from the scholars contributing to this book points towards rejecting the addition of large scale resources for the creation of successful programs in outstanding universities. Instead, it seems preferable to maximize existing resources by creating conditions that allow ad-hoc cross campus cooperation, and foster mobility of students through exchange programs so that they can have their own European experience.

作者简介　Contributors

　　Hungdah Su is Professor & Jean Monnet Chair of the Department of Political Science College of Social Sciences at National Taiwan University. He is also Director General of the European Union Centre in Taiwan.

　　Hans Werner Hess is Professor of European Studies and one of two Programme Coordinators of the European Studies programme at Hong Kong Baptist University. His research areas include E-learning / Blended Learning, European Studies curriculum development and issues of European history relevant for Asian students.

　　Aleksandar Pavkovic is Associate Professor of politics at Macquarie University, Sydney, Australia. He has served as coordinator of the Master of European Studies at the University of Macau, Director of the Centre for Slavonic and East European Studies and Program Director of the Bachelor of European Studies at Macquarie University.

　　Roland Vogt is Assistant Professor of European Studies in the European Studies Programme, School of Modern Languages and Cultures, at the University of Hong Kong. His research interests are European diplomacy and foreign policy, Sino-European relations, political leadership, and value contestation in Europe.

　　Jose Eugenio Borao Mateo is Professor of Span ish Language and Spanish Culture in the Department of Foreign Languages and Literatures at National Taiwan University, where he has served as coordinator of the European Languages Division, of the Department of Foreign Languages. His areas of research focus on the historical relations between China & Taiwan and Spain.

　　Wai Meng Chan is Associate Professor and Director of the Centre for Language Studies at the National University of Singapore. His research currently focuses on learner autonomy, metacognition, language learning motivation, and the application of new technologies in language learning.

　　Andrew E. Finch is Professor of English Education in the School of Education at Kyungpook National University, in the Republic of Korea. His research interests include heritage language learning, language teaching as education of the whole person, the non-threatening learning environment, and task-based supplementation of textbooks.

　　Chung Heng Shen is Assistant Professor in the Department of French, Faculty of Foreign Languages, Fu Jen Catholic University, in Taiwan, Republic of China. His major research interests are European Union integration, European citizenship, language and identity, French government and politics.

　　Yi-De Liu is Associate Professor at the Graduate Institute of European Cultures and Tourism, National Taiwan Normal University, Taiwan. His research interests and reaching expertise include cultural tourism management, European heritage tourism, European cultural events and European cultural policies.

　　Vassilis Vagios is Associate Professor of Classical Greek in the Department of Foreign Languages and Literatures at National Taiwan University. His research focuses on functional linguistics and its application for interpreting literature.

CONTENTS
Contributors vii
Foreword ix
Introduction xi

Part One: Building EU and European Studies Programs
1. A Historical and Academic Review of EU Studies in Taiwan
HUNGDAH SU 5
2. Understanding Europe – Understanding Yourself:
European Studies in Hong Kong
HANS WERNER HESS 33
3. Keeping in Touch with Europe: European Studies at Macau
ALEKSANDAR PAVKOVIC 63
4. European Studies on China’s Transformation:
A Critical Assessment
ROLAND VOGT 85

Part Two: The Role of the European Languages (EUL) Programs
5. The Formation of the European Languages Division
in the DFLL at NTU and the Challenges for the Future
JOSE EUGENIO BORAO MATEO 115
6. Foreign Language Learning in Higher Education in Singapore:
With a Special Focus on the European Language Curriculums
of the National University of Singapore
WAI MENG CHAN 147
7. The Decline of European Language Education in Korea and
the Rise of English
ANDREW E. FINCH 177

Part Three: European Languages Interacting with European
and EU Studies
8. “Language for Specific Purposes” and European Studies:
Chances and Dilemmas
CHUNG HENG SHEN 209
9. The Partnership between Culture and Tourism:
What Can Taiwan Learn from Europe and How?
YI-DE LIU 225
10. Language and Culture: The Contribution of
European Classical Languages
VASSILIS VAGIOS 243

Will this “friendly environment”, nowadays cultivated within a Department of Foreign Languages, be better achieved by an independent institution, like one department or in a school or college of languages, and, if yes, how to achieve it? We think that even if the answer is affirmative it is not necessarily easy to implement it, and the good formula will be the one that matches the possibilities of a given moment. Trying to answer the question, we have presented at the beginning of this paper how the developments in the structure of the EUL teaching was done through three bottom-up policies (the module, the xuezhang and the Division). NTU is now on the verge of unconsciously reaching the status of a campus with a “Friendly Foreign Languages Learning Environment”; but the question is if other steps forward can be done, or if the agents of the bottom-up policies should convince themselves that they have reached their own limitations. The latest developments in the EUL Division opening new courses and offering new languages was possible in the final analysis thanks to the new funds the MOE offered to raise the international status of NTU and other universities. Reaching the status of EUL Division (third bottom-up policy) in fact was not difficult because it did not suppose a big administrative change, since it is something within the DFLL. On the other hand, different pre-attempts to develop this status had encountered with the opposition of English teachers and the school bureaucracy. Can the above-mentioned Master in European Studies be targeted as a kind of fourth bottom-up policy? We think it is not impossible in a theoretical way, but in a practical one such initiative is bordering the limit of the bottom-up policies, whose boundary is the departmental realm. Only top-down policies will be able to create new frames for the teaching of EUL or SFL in general.
----The Formation of theEuropean Languages Division in the DFLL at NTU and the Challenges for the Future
by JOSÉ EUGENIO BORAO MATEO (National Taiwan University)

If the utilitarian view that economic forces drive academic achievement is taken, then it is interesting to note that the financial collapse of 2009 in the USA has resulted in reduced confidence on the part of traders, politicians and students. In addition, the recent European Union–Korea Free Trade Agreement (October 15, 2009) has opened up a number of opportunities for cultural, financial and other exchanges. Business and academic interest in Korea has recently been turning towards the European Union; educators are looking at the CEFR as a model of internationally-accredited assessment and students are increasingly turning to the UK-based International English Language Testing System (IELTS), which is supported by The Association of Language Testers in Europe (ALTE). These factors point to increased trade with the European Union and consequent increased enrolment in European language courses in schools.

Despite this recent trend and the success of economy-driven education in terms of making Korea an Asian economic tiger, it is crucial to remember that the ultimate goal of education in Korea is holistic and aims at producing well-rounded citizens who can contribute to the growth and prosperity of a democratic society. A utilitarian approach to education cannot hope to satisfy such goals, since it views students as economic units or cogs in a national machine. In contrast, language learning has been shown to have many benefits in terms of building the whole person and promoting cultural, emotional, and social awareness. It is to be hoped, therefore, that the current view of education will be modified and that policy makers will pay more than lip-service to the research findings which show that students who study arts and languages are not only more developed as individuals, but are also strong in higher-order thinking skills and consequently ready to become autonomous, creative, and responsible members of society.

----The Decline of European Language Education in Korea and the Rise of English

by ANDREW E. FINCH (Kyungpook National University)

One of the major tasks to remedy the relative decline of Europe is to lead by example. If Europe is to secure and regain its standing in the world, it needs to do so by showing others that societies can tackle their economic problems, that societies can combine high levels of social equality with business competitiveness, that societies can be democratic and responsive at the same time, and that societies can embrace changes and innovations that are based on the will of the people. In some areas, such as global climate change and international justice, Europe has begun to take up such a proactive leadership role. Yet if it wants to do so credibly, the continent needs to come to terms with the pressing challenges that the continent faces today – the debt crisis, the fallout of mass immigration, ageing and demographic decline, the unsustainability of mass welfare systems, as well as the continent’s diminishing ability to lead in the fields of education, science, and technological innovation. The transformation of China should serve as reminder, both to scholars of European Studies but also to European decision-makers, to think beyond their European context and appreciate the extent to which developments in Europe are shaped by forces outside of it.

---- European Studies on China’s Transformation: A Critical Assessment

by ROLAND VOGT (University of Hong Kong)

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