English for Integrated Studies Project > [Untitled] > EIS: Workplace learning of Non-English speaking Thai teachers > Usage of EIS for less-privileged children > EIS as a recommended model for improved bilingual education in Thailand > To engage Sufficiency Economy Philosophy (SEP) in EIS strategy >
After four years of implementing English for Integrated Studies (EIS) approach in the content areas of Mathematics, Science, Computer and English subjects on the New Basic Thai Curriculum 2001 with the poverty local students at SPSS, Rayong Province, Thailand, it not only marks a drastic effects in the English achievement (NT/O-Net) but mathematics and science achievement (NT/O-Net) were also improved. Approximately 80% of the first group of EIS students who finished secondary 6 passed the university entrance examination, and almost of the second group who finished secondary 6 this curriculum year passed the Burapha University entrance examination. More ever an EIS student got renowned scholarship from Asia’s examination to study in Nayang University, Singapore. This was an amazing result because was never happen before. These effects resulted to a positive out-look in the part of our parents and to the community in general. Through the implementation of EIS, students and teachers can now use English not only in both communicating and base in studying any subject contents but also apply EIS approach in interaction. As a result, there is a great improvement on teachers’ English skills on their job and attitudes individually. The NESTs now use English as a medium of instruction in any classroom activity similar from that of foreign teachers.
Otherwise SPSS encourage borderless co-curriculum activity to enhance EIS strategy for opened opportunity both teachers and students. The initiative SPSS has made twinning program with Ngee Ann Secondary School (NASS: http://www.ngeeannsec.moe.edu.sg) of Singapore on 2004. The deepness relationship of both schools in educational cultural exchange was well known in Singapore.(See at: http://www.challenge.gov.sg/archives/2007_11/coverstory.html) More ever in the year 2004, SPSS and High school Attach to CNU of Beijing (http://www.cnuschool.org) has signed in memory of understanding (MOU) as Sister School to exchange both teachers and students for educational collaboration. The results made the teachers, students and their parents more attitudes in EIS curriculum development. A part of EIS successfulness made SPSS to accept from famous schools in Beijing, such as the Beijing Ritan High School and Beijing No.17 Middle School to extend the EIS idea and sign agreement with Sister School for educational collaboration on October,2008.More ever we had collaborative with the English Language Teaching Centre (ELTC: : http://www.eltc.edu.my) of Ministry of Education, Malaysia to enhance the effectiveness of EIS networks. (see at: http://school.obec.go.th/sunthonphu or http://.sites.google.com/site/surapongeis) The quoted below is a student’s feeling who received a renowned scholarship from Singapore government in the year 2009.
“I studied in the EIS program since secondary grade 4. In just three years my academic skills were much improved. I was taught not only lessons from textbooks but also lessons from life. I was glad to be given the opportunity to study as an exchange student in both China and Singapore where I was exposed to a wide range of experiences. I saw real life in these countries and wondered why they are stepping forward while we are simply standing still. It made me work harder to achieve my goals and now my dreams have come true. My experience was truly an unforgettable and life-changing one.”(Vanichanan Srisomboon,June 2009)
Surapong’s EIS approach employs four key concepts( 2005):
1. Learners are able to learn the second language effectively using a combination of their mother tongue, symbolic language, and concepts found in their immediate environment.
2. If the instructor arranges to have the learners practice reading and writing English language by using skills from science (observation, comparison, classification, transferring, and inferring), it will lead to increased abilities in writing and reading comprehension in the second language.
3. If the instructor arranges to have the learners practice and use their manipulative way in analyzing and solving mathematical problems in English, it will promote and increase the learners’ ability to learn and understand the second language.
4. If the instructors use English sufficiently during classroom interactions, it will increase the learners’ ability to think in English, which will lead to more rapid comprehension of the second language.'
If all schools were to adopt EIS, there would be an increased benefit to less-privileged students. By improving their learning in English, they would be empowered to take advantage of opportunities for upward mobility in the global economy
References:
• [1],[2],[4]Ngamsom,Surapong.(2006).A New Model for Bilingual Education; English for Integrated Studies Curriculum, A Case Study at SPSS.
• [2]Ngamsom,Surapong.(2007).Effectiveness of English for Integrated Study Model for Rayong Municipality Primary School in Rayong Province, Thailand
• [3] Ngamsom,Surapong.(2004). Educational Report: Bilingual Curriculum Project Development at Makutmungrachawittayalai Secondary School, Rayong.