Thailand’s Ministry of Education explained that the modern Thai education system stems from the reforms set in place by the 1999 Education Act which put in place a learner centered focus around the reform process. Furthermore, the MOE revealed that at the heart of the teaching and learning inside of the national curriculum is the promotion of thinking skills, self-learning strategies and moral development.
One of its important reforms is called “Transforming Language Learning.” It is aimed at implementing a series of policies aimed at transforming the teaching and learning of languages to be more communicative, using authentic materials and learning situations. As a result, the English Program ( EP) and the Mini-English Program were used as schemes to provide full or partial Thai national curriculum in English language.
However, after 9 years since the implementation of its reforms particularly on the use of a learner-centered approach, communicative language instruction, the use of authentic materials and language learning situations, a compelling question remains to be answered: How successful was the reform implemented?
In 2006, a study on the “Learner-Centeredness in Teaching English as a Foreign Language” indicated that teachers were attempting to implement the new learner-centered approach to CLT required by the 1999 Education Act. However, there were contextual factors that directly impacted on the implementation of the learning reform policy that illustrate that what might be appropriate to implement in other global contexts might not be equally successfully in particular local situations.
Nonkukhetkhong (2006) found that teachers were not confident about the learner-centered approach’s underlying theory, and therefore the degree of the implementation depended on how the teachers used their understanding of that theory in their practice within the contextual constraints.
The study further revealed that the policy has required both teachers and students to develop new teaching and learning strategies, but has not equipped or supported schools with sufficient facilities, resources and learning environments, thus far has made the policy goals unrealistic and all but impossible to achieve.
Maskhao (2002) disclosed that most Thai EFL teachers still used the teaching methods they were familiar with, namely, a textbook-based, grammar-translation approach where lessons and tests mostly focus on grammar structures, vocabulary, and reading in order to be prepared for university entrance examinations.
Moreover, Wiriyachitra (2002) and Keyurawong (2002) on their recent studies on the proficiency of the graduates suggests that the English language curriculum in Thai schools and universities has not been meeting the demands for workplace English.
Nonkukhetkhong (2006) recommended that if the policy is to be successful, there is an urgent need to investigate the English proficiency of teachers and their capacity to develop learner autonomy through a learner-centered CLT approach.
The Learner-Centered Approach
Nonkukhetkhong (2006) explained that the “learner-centered approach" includes concepts of self-education and life-long education. This change requires teachers to change their traditional roles, requiring them to transform themselves from ‘tellers’ to ‘facilitators’ and from ‘materials users’ to ‘teaching materials creators’ in order to promote learners’ constructive self-learning.
Two key components of the learner-centered classroom are first, placing more responsibility in the hands of the students to manage their own learning, and second, teachers taking roles as facilitators of knowledge to help learners learn how to learn rather than being the source of knowledge as was traditionally the case.
Tudor (1996) elucidated that in such a situation, teachers have to be familiar with a wide range of teaching methodologies, learning materials, study options, and be flexible and adaptable while school programs need to be resource rich to develop a successful learner-centered curriculum that caters for a wide range of student needs
In A Different Kind of Classroom (1992), Robert Marzano makes six assumptions about creating a learning-centered classroom:
1. Instruction must reflect the best of what we know about how learning occurs.
2. Learning involves a complex system of interactive processes that includes five types of thinking - the five dimensions of learning.
3. What we know about learning indicates that instruction focusing on large, interdisciplinary curricular themes is the most effective way to promote learning.
4. The K-12 curriculum should include explicit teaching of higher-level attitudes and perceptions and mental habits that facilitate learning.
5. A comprehensive approach to instruction includes at least two distinct types of instruction: teacher-directed and student-directed.
6. Assessment should focus on students' use of knowledge and complex reasoning rather than their recall of low-level information.
The Communicative Language Teaching (CLT)
Briefly, the Communicative Language Teaching (CLT), developed in 1960’s, is learner-centered and emphasizes communication and real-life situations.
In comparison, CLT makes use of communication to teach languages; whereas traditional language teaching places a lot of emphasis on grammar rules and verb conjugations. CLT emphasizes real-life situations and communication in context, while grammar is still important in the CLT classroom, the emphasis is on communicating a message.
Eventually, the teacher needs to set up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Meanwhile, students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.
In addition, the teacher still sets up exercises and gives direction to the class, but the students do much more speaking than in a traditional classroom. This responsibility to participate can often lead to an increased sense of confidence in using the language.
The students, on the other hand, practice real-life situations, for example, buying food at the market or asking someone for directions. In CLT, the goal is for the student to communicate his or her needs and thoughts, without worrying about having perfect grammar.
Authentic Materials
Nunan and Miller (1995) defined authentic materials as those which were not created or edited expressly for language learners. This means that most everyday objects in the target language qualify as authentic materials. Examples of these are train schedules, pictures of road signs, business cards, labels, menus, brochures, receipts, currency, music, literature, newspapers, televisions programs, radio broadcasts, film and internet websites.
On a broader level, consistent use of authentic materials in the classroom keeps students grounded in the reality of the language, helping them to recognize that there is a community of users who live out their lives in this other language. Exposing students to authentic materials can also help them better understand the target culture and envision how they might participate in this community. For example, instead of introducing food vocabulary in the target language by providing equivalent translations in the students’ native language, the teacher can instead introduce students to food vocabulary via an authentic menu, asking students to deduce the meanings of unfamiliar food items from context. Once meaning has been established, the vocabulary words can become part of a communicative exercise where students describe what is in a dish or role play a restaurant scene, requesting certain items. In this way not only do students acquire new vocabulary but they also are exposed to typical ethnic foods found on menus.
Language Learning Situations
Orwig (1999) provided the basic principles about language learning situations:
1. People learn better if their learning is encouraged by speakers of the language
2. People need to experience language used in context
3. If speakers of two languages really want to communicate, they can do a lot with a little
4. People have expectations about who speaks which language
5. Communication tends to take the easiest path
6. People may resist speaking their language because they want to learn your language
7. People often modify their speech when speaking to foreigners
8. In traditional cultures there may be only one right way to do something
9. It may be culturally inappropriate to be too direct in what you say
10. Every culture has taboo topics
Implementing Strategies of English Language Education Reforms
Taking clues from the Thai language teachers’ view toward the implementation of the learner-centered approach, it is believed that there is most probably a small success on the implementation of the new reforms especially in small provinces where MOE supervision is minimal.
The following should be strictly enforced and monitored in all Thai schools, institutions and universities to ensure the success of the new reforms:
1. Strict implementation on the use of the English language in the classroom
One of the biggest problems that the MOE needs to address first and foremost is the inability of many Thai teachers to use the English language inside the classroom. Since most of the Thai teachers are trained to use the traditional approach in teaching ESL, gradual improvement need to be done on their part by using English even when they are teaching grammar (form) or when at least in giving classroom instructions. This alone when strictly implemented can bring positive development on ELT in Thailand.
The reason why the “learner-centered approach to CLT” is hard to realize is because even the Thai teachers themselves hardly communicate using the English language in the classroom or even at school. How will you expect a language learner to participate in CLT activities when it basically requires both the teacher and the learner to use the target language?
Language teachers are supposed to be role models on the practical uses of language and failing to do so means slow improvement of the language skills of the learners.
There is a need to train, encourage and motivate these teachers to help resolve this issue.
2. In-Service teacher training on the current trends in TESL
After giving these Thai teachers the proper training on using the English language to classroom instruction, and encouraging and motivating them to continue using English in the classroom, a regular in-service teacher training on the current trends in TESL/TEFL for both Thai and foreign teachers should be required in all schools.
Together they’ll learn the new trends in TESL, explore their own classroom teaching experiences, and create a strong and working language teaching staff. They, themselves, can give and recommend effective strategies in teaching particular language skills suited to the needs of their learners.
3. Control foreign teacher turnover
English language teaching in Thailand has become a life-saver to some cash-strapped foreign tourists and a stepping stone for other foreign teachers who are incapable of holding down their jobs. Recently, the Thai immigration and the Ministry of Education tightened their immigration and employment rules. Foreign applicants are required to present their original transcript of records, diploma and certificates as evidences of not being bogus teachers.
But what is more disturbing which needs immediate school administrative solutions is the high number of foreign teacher turnover. This alarming situation affects the foundation of the school’s language education program and the development of a stronger and reliable curriculum.
Every school administration needs to ensure loyalty and full-support among their foreign employees. Employers and employees should demonstrate a reciprocal working relationship. The issue of how employers regard their foreign teachers as dispensable resources because replacements can be easily accessed is something that the MOE needs to address. Meanwhile, confident employees who regard schools as expendable arises the same problem on maintaining acceptable number of turnover.
A school establishes its language education programs with the support of those who made them. Imagine a majority of language teachers who designed a curriculum for the school year. Then suddenly this group of language teachers was replaced with ambitious teachers. Naturally, this new set of teachers can and may revise the old curriculum and so they create a new one. And this cycle continues…bringing the school’s language program back to zero.
4. Provide teacher-guided ESL/EFL lessons
Gradual shift from teacher-centered to learner-centered approach to language education should have been the temperament of MOE’s reforms. Many Thai ESL/EFL teachers feel like they are being led to a dark tunnel. And so they abandon the MOE reforms and continue what is traditional. They opt to be safe and pretend that they are doing something to realize changes brought by the reforms rather than entirely sabotaging the learning process.
Seminars and workshops are probably conducted by E.R.I.C. in the provinces to evaluate and monitor how ESL/EFL is taught in the schools but it seems like E.R.I.C. need to work double time in ensuring gradual changes.
By providing Thai teachers with simple and guided ESL/EFL lessons, and with the help of the in-service professional development program, these Thai teachers can hasten their confidence from the encouragement they get from their colleagues and from the easy-to-do language lessons that will slowly promote a learner-centered atmosphere in the classroom.
5. Strengthen the curriculum and trainings of university students majoring in ESL
The reforms that the MOE hope to achieve should reflect on the college of teacher education or the faculty of education and the faculty of humanities. The curriculum should train university students majoring in ESL to use the learner-centered approach to communicative language teaching. The university’s practice teaching program should enable the students to model the reforms on language education to their critic teachers or even to the entire Thai language teachers.
There are many university students in the college of teacher education or faculty of education and faculty of humanities who are inspired to teach ESL/EFL. A new breed of innovative Thai language teachers is what the ESL/EFL teaching industry needs. The key to this development is a strong curriculum and effective training. And its effective implementation is also very necessary.
Finally, language teachers should continue to find ways in helping the students learn the target language in order to survive the unseen transformations going on in this era of technological advancement and a culture of globalization. Mary Finochiarro, in her talk at a plenary session of the TESOL convention in Denver, Colorado in March 1974, said:
“The world, our countries, our communities will survive with faulty pronunciation and less than perfect grammar, but can we be sure they will continue to survive without real communication, without a spirit of community, indeed without real communion among peoples? Part of the answer lies in the hands of everyone in the profession. Seeking the truth to that answer is a challenge we cannot, we dare not, refuse to accept.”
Abel Morales Cadias
