Learning English in the periphery: A view from Myanmar (Burma)

Abstract

Although researchers have called for the investigation of local vernacular learning and teaching practices in various ELT (English language teaching) contexts, studies conducted in the Periphery are fewer in number. This study attempts to understand English learning experiences of a group of students from the Periphery, who were studying English at a private seminary for Christian Karens in Myanmar. It adopts an ethnographic approach, observing students’ behaviour in the classroom environment and capturing their learning experiences as they participate in the various English classes. Students were invited to regularly record their feelings and reactions in Burmese during their English lessons. Interviews were also conducted in Burmese with selected students. The data analysis employed corpus linguistic software to capture frequent wordings and co-occurrence of particular patterns in students’ comments about the English class. These reflect the view of knowledge and learning of English into which Burmese students might have been socialized. The students’ comments suggest a positive, beneficial and consequential view of English language learning as opposed to the utilitarian view widespread in many discussions of ELT. The findings invite rethinking of many ideas about ELT, especially with regard to a peripheral context.