Is the Communicative Approach
right for Thailand?

Understanding the approach

CA, also known as Communicative Language Teaching (CLT), describes a change in the focus of how languages are taught, which was experienced in the 1970s in Europe. Changes involved a shift away from teaching of vocabulary and grammar in isolation to using them to enact scenarios from daily life.

Using situations from life to study language is now the most widely used approach, but academic commentators have pointed out it is often misused by teachers. To define it correctly, a strict version of CLT involves students communicating by completing tasks with a limited amount of teaching and traditional practice exercises. A less strict version of CLT involves students learning through a variety of teaching, exercises and activities, always concentrating more on listening and speaking. The majority of course books provide this weaker form of CLT.

While this approach has been adopted throughout the world, does it have a place in the teaching of English in Thailand? To answer this you have to examine the Thai education system in general, and not just English language teaching.

Thailand's teacher-centered past

Thailand's Basic Education Curriculum dictates the contents and standards of learning for Prathom and Mathayom students. It covers science, mathematics, social studies including religion and culture, health and physical education, the arts, occupations and technology and the learning of foreign languages.

Learning strategies for foreign languages based on this curriculum include: the development of communicative competence, memory skills, questioning skills, thinking with conscience and creativity, self evaluation, self-study planning, and working with others.

Memory skills, which have long been a focus of the Thai education system are strong, but traditionally other learning strategies like questioning skills may be difficult for students. This is a result of a curriculum designed to be teacher-centered, a term which is somewhat confusing even to the initiated. Students in this model are not involved in making choices regarding the courses content and materials. A teacher uses materials and the students recite what is taught, and copy from textbooks.

This method is the opposite of CA, which is a more sensible way to design a course, involving student input to focus the lessons towards the students, and away from the teacher. It would be one way to encourage students to use English in scenarios drawn from daily life.

Scott Thornbury, an author of English language teaching materials, suggested that it might be useful to consider learning centered instruction. His approach is to have interactions in the classroom that are a blend of both learner-centered and teacher-centered.

CLT and learner-centered instruction

The practical application of either of these new strategies in Thailand is difficult. Most teachers are used to teacher-centered activities where the teacher is the main focus in the classroom, where memorization of texts and multiple-choice tests are standard. Teachers have not been trained in CLT, or in learner-centered activities.

For this basic education reform to be implemented teachers need to be trained to deliver lessons appropriately, while not forgetting about the students. After years of teacher-centered education, it would be unrealistic for students to adopt a new philosophy without encountering problems.

In their favor, students are young and adaptable; however, is it the same for the teachers? This change in focus could well prove to be problematic, as some teachers find it difficult to change and others may not want to.

In Thailand, students do not have much opportunity to use English after school because English is not used as a second language. The majority of parents do not use English at home. If students in India studying English want to practice after school it is not a problem, as English is used as a second language.

Bangkok may well be an exception, but in Udon Thani where I teach, students have limited options when trying to use English outside the classroom. They do not have situations, such as shopping at the market, to use English in for practice. So, with no practical application students find difficulty in relating to the Communicative Approach to learning.

Overcoming lack of English usage

Udon Thani Rajabhat University has come up with the idea of an Access Center in an attempt to increase students exposure to English. Students can visit the Language Center in their spare time, and use the facilities to improve their English.

The center offers a range of activities including reading, listening, private study and multimedia, but most importantly it provides access to teachers. It will not cover all activities and dialogues covered in the classroom, but there will be time for motivated students to practice with their teachers in an informal setting.

Conversation classes are another option; classes where conversation is practiced without course books and CDs. It provides a more realistic way of using English to communicate with another person. Classes like this give more meaning to classroom study, and will result in better understanding by the students.

Teachers at our language center are supported in their professional development, which results in teachers keeping abreast of the latest methodologies and technologies. It encourages experimentation, and as with all experiments, there is a chance of failure. However, teachers need to be supported when they try out new techniques and in time this will increase success in the classroom.

These ideas cost money, as nothing of value is free. In my opinion, while the government has made bold steps with its Basic Education Curriculum, the standards that have been set are a long way from where the students and teachers are today. I believe more support should be requested from the government to help training teachers and expanding facilities at schools. Students need this space and support to put into practice what they have learned in the classroom.

Steven Graham is an English language teacher at the Language Center, Udon Thani Rajabhat University in northeast Thailand. If there are any comments or areas for debate that you would like to discuss, you can contact Steve at shed_chelsea@hotmail.co.uk .