Using English as a Language of Instruction in Rural Schools in Thailand: Key Challenges for Teaching and Learning
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Abstract
Primary school teachers in Thailand are encouraged to use English as a language of instruction across all curriculum areas in their classrooms, not just in English lessons. However, many non-English major teachers who teach in rural schools struggle to deliver lessons in English due to the lack of professional knowledge and ongoing support for English language usage. This paper considers the experiences of non-English major teachers working in rural schools in Thailand who participated in a coaching and mentoring program to support their motivation and confidence to use English as a language of instruction. A participatory case study research design was used for this study, which included classroom observations and semi-structured interviews with teacher–participants before, during and after the coaching and mentoring program. Some of the key challenges that arose included the use of Thai as a language of instruction, lack of resources and support for the use of English as a language of instruction, lack of clarity in school policies and the limited availability of professional learning for teachers in rural schools. There is an urgent need for additional professional learning support for teachers, especially those working in rural schools, to ensure success of the Thai government’s policy aim to make English available as a language of instruction in all primary schools.
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