Finding Our Voices In EMI Humanities: Confidence, Agency, And AI In Two Latin American Courses In Taiwan

Document Type

Article

Publication Date

6-4-2026

Published In

Research & Reflections: Fulbright Taiwan Online Journal

Abstract

This reflective teaching article examines how confidence and academic voice can be scaffolded in English-Medium Instruction (EMI) humanities settings. Written from the author’s 2025–26 Fulbright U.S. Scholar experience at National Cheng Kung University (NCKU) in Tainan, Taiwan, it draws on end-of-semester survey data and four classroom “scenes” from two undergraduate courses on Latin American literature and culture.

The article describes pedagogical strategies designed to lower speaking anxiety while sustaining high expectations: reframing accent as identity, timed in-class writing that reduces dependence on generative AI and other digital tools, paraphrasing workshops that build intellectual ownership, and a poker-chip participation system that redistributes the social risk of speaking.

Grounded in Vygotskian scaffolding, Freirean critique of “banking” models of language, and Heugh’s concept of transknowledging, the article argues that students’ voice in EMI is shaped as much by legitimacy and affect as by proficiency. It concludes by suggesting these practices can inform broader EMI program design and faculty development across disciplines.

Keywords

English-Medium Instruction (EMI), EMI humanities, Generative AI in education, AI in Education, Student agency, Academic voice, Speaking anxiety, Classroom participation, Scaffolding (Vygotsky), Transknowledging, Translanguaging, Taiwan higher education, National Cheng Kung University (NCKU), Fulbright Taiwan, Latin American literature (in translation)

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