PDF format - AU Journal - Assumption University of Thailand

languages are taught and learned” and
“the expected roles of the teacher and
student” (Prescott, 1995, P. 97).
Students’ respect for teachers differ
considerably in Asian cultures when
compared to that of the Western
cultures. In many Asian cultures, notes
Prescott, “teachers are accorded great
respect. . . In Buddhist Burma, for
example, the students pay obeisance to
their teachers at an annual ceremony...”
(P. 97). Similarly, “in Thailand
teachers are highly regarded” (Prescott,
1995, P. 97) as, annually, a ceremony is
held for students to respect to all
teachers.
Language Learning Is A Complex
Process
Language learning is a complex
process involving many factors:
psychological, cognitive, social, and
linguistic. Unlike first language
learners, foreign and second language
learners usually do not have the luxury
of time or of learning environments
where they can use the second language
in natural contexts. As a result, in
designing a syllabus for these groups of
learners, it is essential for practitioners
to note that, according to Kirkpatrick
and Prescott (1995), “in East Asia,
English is now commonly used as a
lingua franca between Asians. For
example, Thai and Japanese
businessmen in Vietnam will use
English with each other” (p. 104).
Thus, “the cultural baggage of English
becomes irrelevant as regional varieties
of English develop. What becomes
important is the culture of the people
one is speaking to and not the culture of
the language one is speaking in”
(Kirkpatrick & Prescott, 1995, p. 104).
Foreign language learners, therefore,
need “some knowledge of the culture of
the people they are dealing with and
they need to be aware of their own
cultural norms” (Kirkpatrick &
Prescott, 1995, p. 104). They need
English language teaching materials
that contrast their own cultural norms
with those of the people they
communicate with. It is therefore,
essential that syllabuses and teaching
methodologies are designed so that
“content and cultures should inform
course content and practice, that local
expertise should be integral to course
development and delivery” (Kirkpatrick
& Prescott, 1995, p. 104).
It is essential that foreign or second
language teachers be equipped to cope
with the differences between foreign
language teaching in their own cultural
norms and those of the Western
teaching practices and cultural norms.
Further, they need to have knowledge
and understanding that will allow them
to maximise learners’ chances of
success. They will not be in a position
to do this unless adequate pre-service
and in-service educational provision is
made available for them. If teachers of
language in Thai tertiary institutions
continue not to be required to undergo
specific training, they will continue to
be unable to cope fully with the
demands of the profession.