Implementing education reform: EFL teachers’ perspectives

Lakhana Prapaisit de Segovia ^[1] ; Debra M. Hardison ^[2]
1. [1] Universidad Peruana Cayetano Heredia
  
  Universidad Peruana Cayetano Heredia
  
  Perú
2. [2] Michigan State University
  
  Michigan State University
  
  City of East Lansing, Estados Unidos
Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 63, Nº 2, 2009, págs. 154-162
Idioma: inglés
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Resumen
- 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.