Learning in an English Content-Based Program in a Junior- High School in Thailand: A Case Study

Abstract

This case study investigates features of an English content-based program in a junior high school in Thailand which contribute to curricular subject content learning and second language learning and perceptions of students, teachers, and parents regarding the practice of the program. The data were collected from one English content-based program in a public school in western Thailand where the students learn some curricular subjects through a second language. The data were collected in a four-month time period by a combination of quantitative and qualitative methods including a student questionnaire, field notes, videotaping, and interviews. The data have shown that the program features lead to optimism for content and language learning when English content classes are offered as elective school subjects with strong support from core curricular subjects in Thai and the unique educational practice in Thai context such as studying special classes after school. The actual practice in English medium classes in the program indicate both focus on form and meaning and integration of language skills and academic skills which are supportive for learning school subjects through a second language. The students, the teachers, and the parents perceive that the program contributes to high gains in English proficiency, self-confidence in communicating in English, and academic achievement. However, the issues such as English curriculum, English content, and language accuracy are addressed as well.