The impact of the English language policy in the basic education core curriculum B.E. 2551 (A.D. 2008) on English instruction of Thai secondary EFL teachers: a multiple case study in northeast Thailand

Abstract

This study examined how Thai EFL teachers understood the English language policy in the Basic Education Core Curriculum B.E. 2551 (A.D. 2008) and how their understanding impacted their classroom practice. A multiple case study was conducted with two EFL teachers at a government secondary school in the rural area in the northeast of Thailand. Data collection methods included classroom observations, semi-structured interviews, and analysis of documents. Hornberger’s (2006) integrative framework was used to analyze how the two teachers made sense of this policy. The findings of this study demonstrate that both EFL teachers understand the English language policy in the Basic Education Core Curriculum B.E. 2551 (A.D. 2008), as acquisition planning and status planning which corresponds to the policy planning adopted by the Basic Education Core Curriculum B.E. 2551 (A.D. 2008). However, the findings show that a gap exists between the goals of the policy and what the teachers actually do in their classrooms. Even though they acknowledged the importance of learner-centered and communicative approach, there was not much evidence of this method used in their classes. Instead, these teachers tended to transmit knowledge to their students in a teacher-centered manner, with the focus on translation and choral repetition drills. This study suggests the need for more professional development and training for these teachers. It also argues that the policy itself needs to be critically examined.