It’s wonderful to see a very concentrated action by secondary schools in Thailand to push through the Government reforms relating to four of their English programs. This “push” will surely attract criticism from sceptics as it will attract enthusiasm from supporters, but indeed now there’s every indication in various schools all over Thailand who have adopted one or more of the programs, that solid foundations are being laid for an English speaking nation, as happened in Singapore and the Philippines in the late sixties and early seventies. Without a doubt, the four programs acknowledge a huge blow against one of the major intrinsic fears of the Thai culture – SHYNESS – and the overcoming of this “social flaw”.
The first program, referred to as the EIP or English Integrated Program allows for a foreigner from a native English speaking country to interact with students and to introduce to them a scope of learning based upon interaction and the elicitation of confidence, incorporating whatever English the student knows within the context of the lesson. This may or may not include grammar but doubtless the effectiveness of learning becomes far greater if concentration is focused on the teacher’s work being one of a “confidence builder” and not a teacher of grammar, although grammar, as part of the native speakers vocalisation allows for the student to learn necessary pronunciation and contextualisation simply from listening to the teacher. One should also understand that speakers, as teachers of the English language, even as teachers holding a TEFL, ESL or some other “quick” certificate does not make every such holder a teacher of English or an ambassador of the English language and culture, particularly if the teacher speaks with a very deep English accent. Many such instances arise during the classroom day, which give rise to questionable teachers, their methods and their representation of their indigenous English speaking nation which absolutely contributes to “destroying confidence” and not building it.
The next program is the EIS, or the English Integrated Subjects program. This program is reserved for the Thai teacher with a particular speciality, for example, Computer studies, Science, Mathematics or English, to teach their speciality subject in English and to then lead the student to take national tests. This particular system, which is now about to become actively widespread throughout Thailand identifies essential elements of potential controversy, which must be overcome by both the student and the teacher and because it is a “first stage” attempt at integrating English into teaching, basic comprehension and understanding of the English language by both the teacher and the student is absolutely vital as a key to unlocking the enormous potential that this program can achieve on the road to the success of a nation seeking an English speaking foundation second language. The essential components of teaching and learning within this program become fundamentally flawed if the level of comprehension in English is insufficient to grasp the subject matter being taught. Schools in Thailand may need to introduce primer courses for this program prior to the student and the teacher commencing study, which introduces both student and teacher to key features and language terminology of the subject matter about to be studied.
The third program goes one step further. This program is referred to as the MEP or, Mini English Program. It introduces the students to only a few subjects and although similar in subject matter to the EIS program, the subjects here are taught by fluent speakers of English qualified in the subject being taught, and unlike the EIS program, the MEP program must have its content and lessons taught in English, leading to national tests, again in English. Comprehension and the understanding of English as a subject are fundamental to the success of this program and although grammar isn’t a component of the non English subjects, it shouldn’t be ignored. It’s possible in this program for an imbalance in basic comprehension to exist between the student and the teacher which allows for much taught content to be lost as a result of misunderstandings. Should this happen, this program may well become only the equivalent of an EIS program or partial MEP and will become controversial if this happens, particularly as many parents will pay for benefit that they will not see for a long time.
Last is the EP program, or the English Program. This program functions to all intents as a full curriculum program, incorporating most or all of the core subjects – all taught in English by a fluent English speaker with knowledge of the subject being taught. This is already advanced it its application and many schools in Thailand already use such a program, however, these schools are most likely “paying” or “private” schools and therefore accessibility to the English programs and later career opportunities are easier for the student. However, as with the other three programs, the EP program works effectively on the basis of good English comprehension, particularly also good listening skills of both the teacher and the student.
In each program, progress in learning by the student is usually slow, simply because the level of comprehension in English by the student is insufficient to take the student to master a subject other than English. Frequently, for example, there would not be a direct translation in English of problem solving methods in a particular area of a subject, or fundamental misunderstandings on particular terms unique to the subject matter being taught.
The rate of progress of introducing English in every case could be slow or fast, depending on how well school administrators allow spoken and active English to be integrated with everyday activities, particularly where an MEP or EP program are already introduced, effectively leading the school environment into a “language within a language” philosophy.
Doubtless, the present generation of English program teachers and students will be examples for future generations, and even now, as these programs begin with modesty, what is being learnt and applied by both the teacher and the student is a very strong support to the various programs of English, and in Thailand’s pursuit of excellence, any subject which can be taught and learnt in English should be positively welcomed and encouraged and built upon for future generations of the people of Thailand to enjoy.
As a teacher of “English” or teacher of “confidence”, the writer of this article has produced several video recordings which will soon be released on “YOUTUBE”. These videos are geared towards the new student and teacher who are just about to begin their EIP, EIS or MEP route of study.
I would also encourage any EP or MEP student to visit my FREE learning resource at Study for Free where you will be able to browse some FREE courses, including DIPLOMA and CERTIFICATE courses in most CORE curriculum subjects.
