Conclusions and Recommendations
B. Recommendations
This study suggests recommendations for the countries where the research took place, in order to increase the quality of TEFL in general and the implementation of TEFL in primary schools, in particular.
1. Recommendations for Language Policy
For Indonesia, this study underlines the importance of beginning TEFL in the early stages of education. It proposes the need for language policy specifically for TEFL in primary school.
Since English is still an optional subject in primary school, it is recommended to implement a policy step-by-step to improve facilities and develop teachers until we come to the point where EFL should be compulsory for primary school pupils in Indonesia as a consequence of global developments. The status of EFL should be strengthened. Policy makers should work with schools and other educational agencies in order to get up to date information about current language learning programmes, and after evaluation make changes and allocate resources.
This study has implications for Thailand where the policy does not guarantee satisfactory outcomes. There is a need to review existing programmes so they can be improved. There is still a great deal of work to do to in implementing TEFL, especially in year one because schools do not seem ready in terms of available qualified teachers.
The LOTE programme in Australia which is a multicultural country, is considered successful. There have been a lot of resources put into this programme to achieve better results.
LOTE programmes are increasing. However, there are also
problems which are similar to those in Thailand and Indonesia.
To overcome such problems, the policy needs to be evaluated and revised to cope with actual developments in society.
Regarding language policy, especially for language-in-education, I would suggest that, before any policy is formulated, it is important to make a careful plan by taking into account sector this policy would affect. Figure 7.1. adapted from Kaplan and Baldauf (1997) provides a good example of how to set up an investigation prior to making a language policy.
Based on this model, before the survey is conducted, it is important to note the points to survey such as identify a target population of students who will learn, teacher supply, the syllabus, methods and materials, definition (identification) of available resources and assessment and evaluation (Kaplan and Baldauf 1997). Since this is such a crucial phase the people assigned to do the survey should be aware of how important the task is and conduct the survey as thoroughly as possible. The report of this survey should be able to describe the actual conditions in the field. The result will lead to policy decision-making. When making the policy, the result of the survey plays an important role. After the target population of students is identified, preparing the teachers is important, including determining what kind of training will be provided for them to teach. Defining the syllabus and available resources as well as specifying methods and materials to use are the next important procedures.
Assessment of pupil achievement and evaluation of programmes should be done on a regular basis. When necessary the policy should be revised or replaced by a new policy.
Since this study is about language policy and its implementation in classroom practices, such procedure developed by Kaplan and Baldauf (1997) is appropriate to be adopted when planning foreign language programmes.
2. Recommendations for Classroom Practices
As mentioned in previous chapters classroom teachers face similar problems. Thai and Indonesian primary school language classrooms would be better if the situation and the atmosphere were more relaxed and more enjoyable since this study indicates they are too formal and tense. Involving more games and fun activities in learning languages is suggested in order to attract children’s attention. Singing songs is a simple example of introducing the target language especially to young children (Baldauf and Rainbow 1992). Children like singing cheerful songs. Group tasks which require learners to talk in TL will also make the language learning meaningful.
The availability of qualified teachers is also important.
Teachers play the most important role in class. This does not mean than one can disregard the importance of curriculum, materials or method of teaching, however, teachers should be capable of managing learners in a class. Therefore, pre-service training for teachers is important, as is in-service training to keep teachers up date in effective teaching process.
The institutions which prepare EFL teachers (such as Teachers College or the Institute of Teachers Training and Education which is called Institut Keguruan dan Ilmu Pendidikan (IKIP) or the Faculty of Teachers Training and Education (FKIP) in a university in Indonesia) face a difficult task. A four-year programme of teacher preparation does not seem to be effective since after graduating the teachers are still not ready to work as teachers.
This is ironic because these candidate teachers are expected to be fully competent. Based on my own experience, I would say that there is a gap between what has been studied and what is found and experienced in practice. When I did my practical teaching, I was totally confused because I could not rely on what I had
learnt about lesson plans and teaching practice. What I found was that I had to learn again based on the experience as I went along. In short, what is learnt is often not relevant to the actual task. Tertiary institution which have teacher training programme, such as IKIP, FKIP or STIKIP should have direct relations and always be in a regular contact with the Directorate of Basic and Secondary Education Department of Education in order to have up date information on classroom practices. It is essential to renew or revise the curriculum in such institution to meet present and future demand. This would help make the pre-service training programme more relevant and appropriate.
Besides pre-service training, in-service training is also important. To keep the teachers provided with up to date information regarding their area, in-service training should be planned and done on a regular basis. Such a programme is also useful for teachers to share any obstacles they experience and to find possible solutions. Special course outlines should be designed and developed so the programme will benefit many people. It is suggested that such a programme would include more practical matters than theoretical ones. This would help teachers make the teaching routines more enjoyable for themselves as well as for the learners.
Implementing EFL programmes at primary schools has some advantages, assuming that factors such as qualified teachers, the facilities, and materials are not the main problems. The advantages are as follows:
Being aware of culture. Children at this age are sensitive towards new things. Introduce them to English earlier will teach them to respect the other culture because learning a language cannot be separated from learning the culture too (Brumfit 1995).
Having respect for other cultures will strengthen their love and respect for their own culture.
Pronunciation. As discussed in chapter 2, before puberty, children who learn a second or foreign language are likely to acquire a native-like pronunciation. In the case where one’s mother tongue is a tonal language and the TL is a non tonal language, pre-natal learning is recommended for good pronunciation.
Brewer (1998:67) explains that “the way baby’s brain responds to sound and the way his auditory pathways are laid down evolves throughout fetal life”. She then continues that “there is no doubt that the sounds heard in the womb are essential to help baby’s auditory cortex develop and mature”.
Psychological affect. Children, psychologically have more courage to speak a foreign language no matter whether it is right or wrong. This is different from older learners who are more self-conscious in speaking a foreign language to avoid embarrassment.
Length of study. If an EFL programme begins at primary level, children will have longer time to study and will experience more exposure towards the foreign language they are learning.
Finally the study suggests that language policy and classroom practice are two important elements which influence and support one another. This study has explained how to design a more reasonable and appropriate language policy which can benefit many people and fit the needs of society.