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Therefore, the Summer School of Truth, an Informal ELT teachers’ Association (SST), was established in Hualien county, a rural area in eastern Taiwan. ELT workshops, unique fellowships, testing, and exhibition were held during the summer break for a week once a year for young people from rural areas or difficult circumstances in Taiwan. Teachers from LSM associations connected these young people worldwide (such as some locals from the US, UK, and Taiwan) via Zoom. Through blending learning, including face-to-face communication with locals and online communication with those outside the areas or countries, Intercultural communication for young people worldwide was encouraged and improved by various informal hymn singing videos, lecture videos, workshops, and testing. According to Professor Richard Smith(Smith & Rebolledo, 2018), we used Exploratory Action Research to conduct this study; the teachers and researchers also found the ‘local solutions’ to ‘local problems’ through decentring ELT practices and adapted materials within local areas in Taiwan. In other words, these appropriate online and face-to-face learning strategies on the physical, human, and social resources for low-income and minority learners may increase equity in online learning as well as directions for research (Tate & Warschaue, 2022)

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Here is one example video from the 2022 Summer School of Truth Website to show you. https://youtu.be/K__577CWlwM

Arnot, M., Schneider, C., Evans, M., Liu, Y., Welply, O., & Davies-Tutt, D. (2014). School approaches to the education of EAL students: Language development, social integration, and achievement. Cambridge: the Bell Foundation.

Liu, Y., & Evans, M. (2016). Multilingualism as legitimate shared repertoires in school communities of practice: Students' and teachers' discursive constructions of languages in two schools in England. Cambridge Journal of Education, 46(4): 553 - 568.

Smith, R. (2015). ‘Exploratory action research: why, what, and where from?’ In Dikilitas, K., Smith, R. and Trotman, W (Eds). Teacher-researchers in Action. Faversham: IATEFL (pp. 37–45)

Smith, R. & Rebolledo, P. (2017). ‘Impact and sustainability of the Chilean Champion Teachers program after five years.’ Internal 2017 British Council Chile report incorporating questionnaire and interview findings.

Smith, R. & Rebolledo, P. (2018). A Handbook for Exploratory Action Research.

Tate, T., & Warschauer, M. (2022). Equity in online learning. Educational Psychologist, 57(3), 192-206.

Yang, D., Xia, C., Collins, P., & Warschauer, M. (2022). The role of bilingual discussion prompts in shared E-book reading. Computers & Education, 190, 104622.

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Exploratory action research (Smith, 2015)

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From the exploratory action research: Reflect, plan, observe, reflect, plan, act, observe and reflect the process of teaching and learning in this case study; the teachers and researchers found that the young people in Taiwan received information from the lectures and videos, gained support from the tutors in the US/UK online. They also communicated and coordinated with face-to-face peers and with other learners online. The researchers assumed that informal English courses/workshops could improve educational achievement, social integration, and language development.

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There are nine different workshops (activities) online for young people in Taiwan to choose and join for fun. Tutors in the US/UK are available online to teach, observe and help.

Here is the introduction of activities:
1. Life in Spanish - Learn introductory church life in Spanish. This will be a fantastic opportunity to learn other languages and blend with saints worldwide.

2. Life in Italian – Learn introductory church life in Italian. This will be a fantastic opportunity to learn other languages and blend with saints worldwide.

3. Life in Tagalog – Learn introductory church life in Tagalog. This will be a fantastic opportunity to learn other languages and blend with saints worldwide.

4. Logic in Puzzle – Solve logic puzzles using logical deduction from visual and spatial clues, true and false relationships, and more.

5. How to Tie a Tie - If you don't know how to tie a tie, join this workshop and learn how to tie various necktie knots. Please have a link ready for this workshop.

6. Lord's Day Bread Making - Learn how to serve by learning how to make the bread for the Lord's Table Meeting. Ingredient List:  All Purpose Flour and water.

7. Martial Arts - Introduction to Martial Arts

8. Guitar Playing - Introduction to Guitar Playing

9. Art/Drawing  - Learn a new creative skill in visual form.

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Besides English listening and reading lectures and videos, some English activities were also held in the afternoon, such as topics including Life in Europe (Spanish and Italian language instruction), Logic puzzle activities, IQ tests, How to tie a tie, Baking bread, Martial arts, Art painting, Guitar playing, Application development, Crafts, Baking, and more. Young people in the Taipei area chose the "Guitar playing" activity with the young people in the US online. Teachers and tutors were also online to help.

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There were 72 Taiwanese youths from Taipei, Taoyuan, Hualien, Taitung, Taichung, and Puli. In the USA, youths came from Kentucky, California, Michigan, and Virginia. In addition to the ten English language classes, the program includes online blending - group discussions with Taiwanese and American youth, English song sharing, and hands-on workshops together.

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First of all, Young people in Taiwan are encouraged to sing hymns with those who are in the US and UK online.  After singing,  questions are also encouraged to be written in English or Chinese and ask questions from young people in Taiwan to communicate with students in the US, and any question is welcome (Q&A time). For example, one young people in Taiwan asked, " I don't know the career I want to have in the future, and there isn't any job or subject that I'm interested in. Please tell me how to find my way in the future." The tutor in the US tired to answer the question.

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Before the workshops, teachers and parents had meetings via Line, reflecting on how to motivate the learners and plan ways to have them do more speaking activities together.

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During the English workshops, teachers and tutors asked young people's perceptions of the learning activities. Some parents were also asked to observe the classes and design action plans.

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English learning materials for young learners include singing songs, Bible verses, quotes, etc.

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Informal English course schedule for young learners in different locals in Taiwan

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During the COVID-19 pandemic, intercultural communication has been lacking for the past three years. Learning English in rural areas or complex circumstances in Taiwan has become more challenging. In addition, since 2017, English as a Medium of Instruction (EMI), that is, all English teaching, is becoming the language policy in Taiwan. Although some scholars in the US and Taiwan shed light on the potential of well-designed technology-enhanced English learning, such as simple and low-cost instructional technology story e-book apps or game-based learning aid in EFL and bilingual education, this might minimize the achievement gap and educational inequity for children or young learners from low-income households with diverse linguistic backgrounds (Yang, 2022). Yet, some educators in Taiwan are questioning language use. For example, some teachers consider that English and home languages are mutually enhancing and support English learning as the unrestricted use of any language that suits the needs of the students (Arnot et al., 2014). Besides, training parents and education practitioners on effective bilingual literacy practices may be costly and time-consuming, particularly for children from low-income households with diverse linguistic backgrounds.

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" Shaping intercultural communication for young people through blended learning  within local areas in Taiwan." 

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" Shaping intercultural communication for young people through blended learning  within local areas in Taiwan." 

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Since 2013, the Brothers from LSM (Living Stream Ministry) association worldwide says, “Young people have to learn English well since it is today’s international language in Taiwan. Wherever they go, it may be all right if they do not know other languages, but if they do not know English, it will be tough for them to get around. Even if they go to regions like European countries, India, Burma, and Africa, as long as they can speak a little English, they can travel anywhere freely. Therefore, once young people know English, they will be able to travel throughout the world. LSM association can be sure that in the future, many will be sent to various parts of the world from Taiwan and ROC. Moreover, since Taiwan is a center and base of travel, food, and multicultural destination, many international students and travelers from different countries worldwide will come to visit. Young people need to learn English all the more.”