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

Persistent Link:
http://hdl.handle.net/10150/194337
Title:
Learning in an English Content-Based Program in a Junior- High School in Thailand: A Case Study
Author:
Phonlabutra, Kamolthip
Issue Date:
2007
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
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.
Type:
text; Electronic Dissertation
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Second Language Acquisition & Teaching; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Waugh, Linda R.
Committee Chair:
Waugh, Linda R.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleLearning in an English Content-Based Program in a Junior- High School in Thailand: A Case Studyen_US
dc.creatorPhonlabutra, Kamolthipen_US
dc.contributor.authorPhonlabutra, Kamolthipen_US
dc.date.issued2007en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis 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.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineSecond Language Acquisition & Teachingen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorWaugh, Linda R.en_US
dc.contributor.chairWaugh, Linda R.en_US
dc.contributor.committeememberSaville-Troike, Murielen_US
dc.contributor.committeememberGriego-Jones, Tonien_US
dc.identifier.proquest2243en_US
dc.identifier.oclc659747413en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.