Implementing Education Reform: EFL Teachers' Perspectives

Autor/inn/en	de Segovia, Lakhana Prapaisit; Hardison, Debra M.
Titel	Implementing Education Reform: EFL Teachers' Perspectives
Quelle	In: ELT Journal, 63 (2009) 2, S.154-162 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-0893
DOI	10.1093/elt/ccn024
Schlagwörter	Global Approach; Educational Change; Foreign Countries; Grade 6; Grade 5; English (Second Language); Second Language Learning; Second Language Instruction; Communicative Competence (Languages); Educational Legislation; Educational Policy; Language Teachers; Language Proficiency; Interviews; Administrator Attitudes; Thailand + Suchen Sie Ihr Suchwort? Globales Denken; Bildungsreform; Ausland; School year 06; 6. Schuljahr; Schuljahr 06; School year 05; 5. Schuljahr; Schuljahr 05; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Language teacher; Sprachunterricht; Language skill; Language skills; Sprachkompetenz; Interviewing; Interviewtechnik
Abstract	The National Education Act of 1999 in Thailand mandated a transition from teacher- to learner-centred instruction for all subjects including English. This shift was associated with the development of communicative ability in English to meet the needs of globalization. The current study investigated the policy behind and implementation of the reform in English teaching following Johnson's (1989) decision-making framework for a coherent curriculum. Several observations of English classes (grades 5-6) revealed no evidence of communicative language use. Stimulated recall and interviews with teachers revealed confusion about the reform's principles and their application. Teachers were concerned about their English proficiency, insufficient training, and inadequate resources and professional support. Of the four interviewed supervisors, one felt that the reform's principles were not suitable for teaching English. Findings point to areas of the curriculum in which coherence can be lost during reform. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10