The Reconceptualization of Learning English between Native and Non-Native English-Speaking Teachers through the Lenses of Post-Colonialism for EMI Policy in Thailand
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Abstract
This paper aims to shed light on the impact of post-colonialism on English language learning and misconceptions about non-native English-speaking teachers (NNESTs), as well as to suggest all stakeholders, particularly the policymakers who determine English language learning policies in Thailand, in order to increase awareness among stakeholders who are compatible with English Medium Instruction (EMI) policy and bilingual curriculums in Thailand. This paper employs the binary terms of native English-speaking teacher (NEST) and non-native English-speaking teacher (NNEST) to reinterpret misunderstanding regarding Thailand’s bilingual education policy, which leads to discrimination against English language learners and limited access to English language learning. Finally, Gramsci’s decolonization is proposed as solution for all stakeholders, especially those who are involved in Thai education, in order to re-examine the English language teaching policy, decrease social inequality, and to increase Thai people’s understanding toward English language teaching and learning. The solutions are the reconceptualization of non-native English-speaking teachers, the understanding and acceptance of the nature of second language users, and the development of the content based on the local context.
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