The policy of English language teaching and learning in Lao PDR

Abstract

English was introduced into Lao Education System after Laos gained independence in 1975. And under the Chintanakan Mai (new way of thinking) policy in 1986, English was officially included in the curriculum from the lower secondary school to the university level. The demand of learning English is now very high, particularly in big cities. Indeed, it can be noticed from job advertisements in Laos that English proficiency is required for applicants in all sectors. The important role of English as an international language and working language of ASEAN is now recognized in Lao PDR. In the year 2009, the English started to be taught from the third grade of primary school to the university level for three hours a week. However, there are still many problems concerning English language teaching and learning in Lao PDR. For example, students who live in mountainous and rural areas still have difficulties in gaining access to English language learning. Therefore, this thesis is to study the policy of English language teaching and learning in Lao PDR and to identify problems of English language teaching and learning in Lao PDR. It also analyzes key factors, namely cultural, social, economic, and infrastructural factors, affecting the quality of English language teaching and learning. The data was obtained from document research and from interviews with policy makers, university directors, university teachers, and current year 4 students from three parts of Laos (North, Central, and South). It is found main problems in teaching and learning English in Lao PDR concern curriculum, textbooks, classrooms and learning environment, teachers and teaching methods, and students themselves.