A Critical Examination of ELT in Thailand: The Role of Cultural Awareness

Autor/in	Baker, Will
Titel	A Critical Examination of ELT in Thailand: The Role of Cultural Awareness
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 39 (2008) 1, S.131-146 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688208091144
Schlagwörter	Intercultural Communication; Cultural Awareness; Foreign Countries; Language Teachers; English (Second Language); Second Language Instruction; Teaching Methods; Language Role; Second Language Learning; Educational Policy; Case Studies; Thailand + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Ausland; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Case study; Fallstudie; Case Study
Abstract	With the increasingly significant role that English language teaching (ELT) is playing in Asian contexts, it is important to gain a better understanding of the use of English as a medium of intercultural communication in Asia. In doing so, ELT practices may be better able to adapt themselves to the intercultural communicative needs of local contexts. This paper argues that an essential element in fostering successful intercultural communication is developing cultural awareness as part of ELT pedagogy. To illustrate this, a case study of Thailand is presented examining English use, English teaching policy and practice, and local cultural attitudes towards ELT. This then leads to suggestions on how locally relevant intercultural communicative practices can form part of ELT classroom pedagogy in Thailand with the aim of developing learners' cultural awareness. It is argued that similar analyses may be applied to other Asian contexts, which may share features with the Thai context. This can lead to the development of teaching practices, which through engaging learners in intercultural reflection will result in English language users who are better able to manage intercultural communication through English. (Contains 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10