World Englishes as A Medium of Instruction: Insights from the Thai Context
Liezel Pagado Tagarda, Northeastern Mindanao State University, Philippines | NMK School, Bangkok, Thailand
In an era of rapid globalization, the English language has transcended national borders, evolving into numerous varieties collectively known as World Englishes (WE). These varieties reflect the unique linguistic and cultural characteristics of the regions where they are spoken (Kachru, 1992). As English continues to be a prominent medium of communication, especially in academic settings, it is critical to explore how WE functions in different contexts.
This article presents key findings from a phenomenological study that examined World Englishes as a Medium of Instruction (WEMI) in Thai classrooms. Specifically, the research focused on the experiences of teachers and students in the Mini English Program (MEP), where subjects such as science, mathematics, computer studies, and communicative English are taught using WE. The research aimed to gain a deeper understanding of how intelligibility, comprehensibility, and hybridity—key elements in language use—manifest in this setting (Jenkins, 2000). Additionally, it explored the challenges faced by educators and students, along with the coping mechanisms employed to navigate these challenges.
Background: Thailand, categorized as an "expanding circle" nation in Kachru's model of World Englishes, predominantly uses English as a foreign language (Kachru, 1992). However, the rise of global communication and Thailand’s increasing engagement in international spheres have driven the need for English to be more widely used in education, particularly in the form of WE (Bolton, 2008). In the Thai educational system, the use of World Englishes as a medium of instruction is most visible in the Mini English Program, which features a mix of Thai and foreign teachers who use various forms of WE to teach students.
While the Thai education system continues to recognize the importance of English, there is often a focus on "standard" varieties of English, such as American or British English (Matsuda, 2003). However, in practice, students and teachers in WEMI classrooms encounter a range of English accents, pronunciations, and grammatical structures, depending on the teacher’s linguistic background. This study provides insights into how these variations affect learning and teaching in Thai classrooms (Jenkins, 2000).
Key Findings: One of the major findings of the study was that despite initial difficulties, both students and teachers found the WEMI environment supportive. The presence of linguistic diversity, while initially overwhelming for some students, ultimately contributed to a richer learning experience (Seidlhofer, 2005). Intelligibility (the ability to understand spoken language) and comprehensibility (the ability to make sense of what is being said) emerged as critical factors in determining the success of communication in the classroom.
Students and teachers alike reported challenges in understanding different accents and grammatical forms used by WE-speaking teachers, particularly those from outer or expanding circle countries (Kirkpatrick, 2007). However, through the use of context and body language, both parties were able to improve communication over time. Teachers also adopted strategies such as translanguaging, where they seamlessly moved between Thai and English to aid comprehension and make concepts clearer (Garcia & Wei, 2014).
Another significant theme in the research was hybridity, where students and teachers integrated their linguistic resources, blending elements from both English and Thai in their communication (Canagarajah, 2013). This hybridity was particularly noticeable in the way scientific and technical terms were taught, where teachers used local language structures to explain complex ideas in English. Such practices not only facilitated learning but also helped students feel more comfortable using English in their day-to-day lives.
Challenges Encountered: Despite the supportive environment, the study identified several challenges in the WEMI setting. Teachers struggled to maintain student engagement due to varying levels of English comprehension and proficiency. Likewise, students and Thai co-teachers experienced anxiety about making mistakes in English, particularly when unfamiliar with the teacher’s accent or linguistic style, which was further compounded by their low confidence in their English language abilities.
Most importantly, participants initially reported difficulties with intelligibility and comprehensibility when interacting with teachers from diverse linguistic backgrounds. However, as familiarity grew between students, teachers, and the World Englishes environment, participants noted an improved classroom experience, gradually adapting to the linguistic diversity.
Coping Mechanisms: To address these challenges, both teachers and students employed various coping mechanisms. Teachers incorporated interactive models and manipulatives, providing hands-on experiences to engage students and foster inclusion. Participants also used translanguaging, switching between Thai and English to ensure comprehension. Additionally, students and Thai co-teachers utilized translation tools to facilitate communication. Students further relied on their peers for clarification and used non-verbal cues, such as gestures and facial expressions, to express their understanding or confusion.
Proposed Interventions: Based on the findings, the study proposes several interventions to improve the WEMI experience for both teachers and students. These include:
- Teacher Training: More comprehensive training is needed for teachers in WEMI settings, particularly those from diverse linguistic backgrounds. Training should focus on improving intelligibility, comprehensibility, and creating inclusive classrooms (Canagarajah, 2013). It should also include linguistic and cultural training on Thai-English styles, helping teachers relate to students and tailor lessons to their needs.
- Curriculum Development: Developers should reflect linguistic diversity by incorporating various English varieties, allowing students to adapt to the WE environment (Kachru, 1992).
- Student Support Programs: Students would benefit from additional support that builds confidence in using WE. These could include peer tutoring, language workshops, and the use of technology to expose students to different English varieties (Jenkins, 2000). Additionally, bridge and preparatory programs could be introduced to give students early exposure to World Englishes before fully entering a WE environment, helping them feel more prepared and comfortable.
- Policy Recommendations: Policies should acknowledge World Englishes in classrooms, promoting WE for intercultural communication instead of focusing solely on standard English (Kirkpatrick, 2007).
Conclusion: The findings of this study highlight the complex yet enriching nature of World Englishes as a Medium of Instruction (WEMI) in Thai classrooms. Despite initial challenges with intelligibility and comprehensibility due to linguistic diversity, both teachers and students gradually adapted, benefiting from a more inclusive and dynamic learning environment. Effective coping mechanisms such as translanguaging and hands-on teaching strategies contributed to better communication. The proposed interventions—teacher training, curriculum development, student support programs, and policy adjustments—can significantly enhance the WEMI experience, fostering a more adaptable and culturally responsive educational system.
Future Research Directions: Future research could explore ethnographic studies to gain deeper insights into classroom interactions and lived experiences in WEMI settings. Investigating the washback effect of WEMI on language assessments and student performance would also provide valuable insights. Additionally, action research could help teachers assess and refine their strategies in real-time, contributing to more effective teaching practices in linguistically diverse classrooms. These research areas can broaden our understanding of WEMI and further improve its application in educational contexts.
References
Bolton, K. (2008). English in Asia, Asian Englishes, and the issue of proficiency. English Today, 24(2), 3-12.
Canagarajah, S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. Routledge.
Garcia, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
Jenkins, J. (2000). The phonology of English as an international language: New models, new norms, new goals. Oxford University Press.
Kachru, B. B. (1992). The other tongue: English across cultures (2nd ed.). University of Illinois Press.
Kirkpatrick, A. (2007). World Englishes: Implications for international communication and English language teaching. Cambridge University Press.
Matsuda, A. (2003). The ownership of English in expanding circle countries: Language attitudes in Japan. World Englishes, 22(4), 483-496.
Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339-341.
Liezel Pagado Tagarda holds a master's degree from North Eastern Mindanao State University, specializing in English Language Teaching. Her research focuses on the application of World Englishes in education, with a particular interest in its role within Thai classrooms.