The Relationship between Culture and the Learning and Teaching of English: A North-Eastern Thailand Perspective under a Socio-Cultural Lens

Autor/in	Graham, Steven
Titel	The Relationship between Culture and the Learning and Teaching of English: A North-Eastern Thailand Perspective under a Socio-Cultural Lens
Quelle	In: PASAA: Journal of Language Teaching and Learning in Thailand, 61 (2021), S.111-146 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0125-2488
Schlagwörter	Correlation; Cultural Awareness; Second Language Learning; Second Language Instruction; English (Second Language); Student Centered Learning; Elementary School Teachers; Teacher Attitudes; Student Attitudes; Self Esteem; Language Teachers; Extracurricular Activities; Teacher Shortage; Games; Singing; Cooperative Learning; Grades (Scholastic); Teaching Methods; Educational Change; Elementary School Students; Pronunciation Instruction; Sociocultural Patterns; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Korrelation; Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Self-esteem; Selbstaufmerksamkeit; Language teacher; Sprachunterricht; Außerunterrichtliche Aktivität; Lehrermangel; Game; Spiel; Spiele; Gesang; Kooperatives Lernen; Notenspiegel; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Ausspracheübung; Soziokulturelle Theorie; Ausland
Abstract	This qualitative study focuses on the adoption of learner-centeredness in the English language classroom, and whether it is mediated by culture. With the use of observations, and interviews, and using a socio-cultural framework, this investigation examines primary school teachers' perceptions of learner-centered teaching, how they implement that teaching in the classroom and how this is negotiated by culture. Students' perceptions of their learning are also reflected upon. The research findings reveal that most teachers were able to demonstrate aspects of learner-centered teaching; however, they were not proficient in explaining theory. They emphasised that their effectiveness was impacted by a lack of confidence, a perceived deficit of pronunciation ability, the lack of opportunities to use English outside the classroom, a shortage of qualified English teachers, and excessive extracurricular activities at schools. Students liked to learn English, although the teachers regard their students as lacking in confidence. Students particularly like playing games, singing songs, working in groups and prefer their teacher to mark their work. This research has possible ramifications for teacher training, as there may be a requirement for the local context and culture, and the involvement of all stakeholders in the education process when implementing successful educational change. (As Provided).
Anmerkungen	Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: http://www.culi.chula.ac.th/publicationsonline/home_p1.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01