Fulbrighter Updates

New Fulbright Mandarin Teaching Grants to the U.S.

Along with the expansion of the Chinese learning market, the awards quota of the Foreign Language Teaching Assistant Fulbright Program (FLTA) for Fall 2021 has been increased to 60 people.

Supported by the U.S. Department of State, Taiwan’s Ministry of Education (MOE), and the Ministry of Foreign Affairs (MOFA), the FLTA program supports language teachers in Taiwan to participate in Mandarin learning and cultural exchange in the United States. Mandarin learning is core to the mission of understanding Asia and Chinese culture, political changes, and emerging markets. As the gateway of Asia, Taiwan is a melting pot with different cultures, including East Asian and South-East Asian impacts. Taiwanese language teachers with solid multi-cultural knowledge are widely welcomed at  U.S. campuses. To date, 109 Chinese language teachers have joined the FLTA program, with some participating online during the current global health crisis. The host schools include liberal arts colleges that nurture elite leaders such as West Point Military Academy and Wittenberg University, and leading universities in each state such as Boston University, the University of Miami, and Michigan State University.

Randall Nadeau, the Executive Director of Fulbright Taiwan said, “I’m glad to see the significant increase in the number of grants this year. This will allow more Taiwanese language teachers to visit the U.S. while enhancing mutual understanding and help to improve bilateral relationships, while addressing the critical need for well-trained, energetic language instruction in the United States.

The FLTA program participants will obtain teaching experience overseas while introducing Taiwan and the Mandarin language to Americans as “Cultural Ambassadors”. The rise of grant numbers is an invaluable opportunity for those planning to expand their horizons in the U.S. Applications will be closed on November 14, 2020; please refer to the webpage for detailed information.

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