Proposed English Language Education Policy Alternativesfor the Enhancement of Equity and Justice in Education


Abstract

This qualitative study aims to explore and propose English language basic education policy alternatives that enhance equity and justice in education. The study employed the documentary research of English language education policy of the Republic of Finland; the semi-structured interview of 70 Thai teachers of English using the interview protocol; and the focus group discussion. The findings in terms of proposed policy alternatives based on the thematic analysis of qualitative data are: 1) provide sufficient qualified teachers of English, properly distributed throughout the system, and equip them with autonomy; 2) provide systemic support for learners with high needs whose interest is to develop their English language skills; 3) assign the Minister of Education to have oversight of all aspects of the English language education, making sure they are in accordance with one another; 4) put an end to the across- the-board CEFR-based English language development to advance learners, allowing for the system and the English language education to support learner differences and learning needs; and 5) put in place a monitoring system open to listening to the honest opinions of basic education teachers of English as well as all other concerned persons directly.


Keyword: policy alternatives, English language education, basic education, equity, justice


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