Authors:
Linda Doeden, English Language Teacher Training Project, Laos
Esther Smidt, West Chester University, USA
Email: csmidt@wcupa.edu
Published: June 1, 2024
https://doi.org/10.22492/ije.12.1.07
Citation: Doeden, L., & Smidt, E. (2024). Adoption of Innovative ELT Strategies by English Language Teachers in Rural Laos. IAFOR Journal of Education, 12(1). https://doi.org/10.22492/ije.12.1.07
Abstract
This research project explored the factors affecting the adoption of an innovative and active English language teaching (ELT) strategy by Lao teachers. It also investigated why many teachers found it difficult to adopt the strategy and how an understanding of this difficulty resulted in the creation of an in-service teacher training program. Qualitative data were collected in two time ranges, the first in 2009-2013 obtained from 84 Lao English language teachers, and the second in Summer 2023 consisting of an audio interview with the first author which was an update on what had occurred 10 years after the original data collection. Findings from the first dataset indicated that teachers’ internal realities, specifically socio-economic standing, locus of control, self-efficacy, and problem-solving bent, mediated their responses to external realities, namely poverty and limitations in teacher training, student attainment, testing and resources, and the culture-infused school code. These internal and external realities functioned as barriers to the adoption of innovative ELT strategies. Applications of these findings resulted in the creation of a culturally relevant in-service teacher training program, one that incorporated an awareness of these internal and external realities. which then enabled Lao teachers to implement innovative ELT strategies. This paper aims to demonstrate what successful culturally relevant in-service teacher training looks like in rural Laos.
Keywords
rural Laos, barriers and solutions, innovative ELT strategies, Southeast Asia