Source - Bangkok Post (Eng)

Tuesday, March 11, 2008  10:17

Some areas of Thai education are in need of repair, and we need to fix them if we are to offer our children better opportunities to compete in a global economy.

A practice that has become more popular worldwide is known as "streaming", also called "tracking" in some countries. Streaming places students into different groups based on their individual academic abilities. Students then learn at different speeds and levels to facilitate learning. Some groups proceed with advanced special work, while others learn at a slower pace.

However, streaming is a bit controversial as it separates students from their peers into groups ranked solely on ability. Naturally, this can stigmatize some children and cause them to lose face when placed in a lower group. Streaming has also been criticized because of the tendency to stack disadvantaged minorities or children from low-income familes into groups of lower ability - ultimately defeating an individual student's will to improve once labeled in this way.

Streaming is not popular in Thailand as it labels people as a success or a failure from an early age. This is especially problematic given that Thai students can share classes for sixteen years from Prathom to Mathayom. During this time, they establish close relationships regardless of competency or achievement.

However, streaming classes can be effective when done properly. What is needed is a bit of common sense.

Korean examples

Other Asian countries, such as Korea, may provide an example of how Thailand could adopt some aspects of streaming while taking into account cultural sensitivities. In Korean schools streaming is only used for English classes, and the rest of the curriculum proceeds as normal. English classes are scheduled at the beginning and end of the day. This way, students can continue together with their other studies without any stigma attached.

Placement tests are first given to students. Based on the resulting scores, English classes are allotted to match students' ability. Levels can be later raised or lowered depending on improvements. Students can take extra English classes or do homework to produce better test performances. Those who are not so proficient at English can still progress by completing assigned work and passing examinations with higher marks.

Initial problems

There are many questions about how a similar program could be most effectively used in Thailand. For example, what grade level should streaming start?

Prathom 1 may be too early. Many students in my region haven't even acquired enough Thai language skills at this stage. It would be difficult to transfer this learning strategy from their first language to their second language. Developing a third language skill in English would cause further complications.

Nevertheless, the benefits are huge. At present, teachers often complain of big classes compounded by the mixed skill levels of students. If learners were matched by their similar abilities, it would help the teachers plan lessons better and design material more appropriately.

Students taught at the proper instruction level  -  who are motivated by achievement, success and progress  -  serve as good role models for the education system. They show other students that there are rewards to be achieved for hard work.

Thai students need the tools to compete on a level playing field as students from other countries. English competency is just one of those tools.

Steve Graham is an English language teacher at the Language Center, Udon Thani Rajabhat University in northeast Thailand. If there are any comments or areas for debate that you would like to discuss, you can contact Steve at: shedchelsea@hotmail.co.uk .