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Cross-Cultural Teaching: Experiences of American Teachers in Thai Higher Education

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Cross-Cultural Teaching: Experiences of American Teachers in Thai Higher Education CROSS-CULTURAL TEACHING: EXPERIENCES OF AMERICAN TEACHERS IN THAI HIGHER EDUCATION DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI`I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION MAY 2012 By Varaporn Jamklai Mann Dissertation Committee: Gay Garland Reed, Chairperson Joanne Cooper Gary Fontaine Patricia Halagao Eileen Tamura Keywords: Cross-cultural, Teaching, American teachers, Higher education, Thailand Acknowledgments First and foremost I would like to say khob khun and mahalo to my committee members for their wisdom, guidance and support throughout my research journey. My success throughout this sojourn was based, in great part, on my selection of the committee. I would like to especially thank Dr. Gay Reed, my Chairperson, who tirelessly read and edited the many drafts of my dissertation and provided me with her insight and wisdom. Dr. Reed never wavered in her support and determination throughout my student career at the University of Hawaii at Manoa (UHM). Thank you very much for all that you have done for me. I would also like to express my sincere appreciation and gratitude to the nine anonymous research participants who shared their experiences, wisdom, and insights with me. My gratitude also extends to the many other anonymous contributors who kindly helped me to connect to my participants. Although your names and identity remain unknown to the reader, your contribution will always be appreciated. Words cannot convey my love and gratitude for my mom, Kimleang and may dad, Jamnong, who made me who I am. Although they never had a chance to pursue their own high education, somehow, they always instilled in me the importance and love of learning. You are my first teachers and I my role models. My thanks and love to my brothers and sisters, P’Eed, P’Nang, P’Yui, and Nirut who are my anchors in life. Lastly, I want to express my deepest love and thanks to my husband and best friend, Bob. I give all the credit for my success to you. You always believed in me, even when I didn’t. You are my rock!!! ii Abstract Globalization and the expansion of Western influences have made English the lingua franca of international connections. For this reason, the demand for native English speaking teachers, especially those from the U.S, has been escalating worldwide, especially, in Thailand, one of the major hubs of international travel and education in Southeast Asia. The increasing number of American teachers in Thailand poses many cross-cultural challenges. Numerous theorists suggest that culture plays a significant role in educational settings because learning and teaching are profoundly influenced and determined by culture. The noticeable mismatch of cultural norms and language patterns between Thailand and the U.S., thus, can result in significant cross-cultural misunderstandings and difficulties. A better understanding of this cultural phenomenon, therefore, is both crucial and necessary. To learn the cross-cultural experiences of American teachers in Thailand, a qualitative transcendental phenomenology approach was used. A purposeful nonprobability snowball sampling technique was utilized to recruit nine American teachers who taught at five universities in Thailand. The interviews were conducted in Thailand and the United States over an 11-month period (2010-2011). The interviews were analyzed to address four main research questions to ascertain several cross-cultural issues including 1) overall cross-cultural teaching experiences of the participants in Thailand 2) teaching methodology they used in Thai classrooms 3) perception toward their American identity, and 4) their views toward the Thai globalization process. The data revealed several important indications. First, it highlighted the complexity of conducting cross-cultural research. Because the concept of culture is highly complex, subjective, and dynamic, a study involving one’s culture and experiences is highly individual-specific and idiosyncratic. To better understand an individual’s cross-cultural experiences, one must take into iii consideration the diversity and complexity of social, cultural, and personal situations. Second, the findings of this research suggest that one’s cross-cultural teaching experience is dependent upon the composition and characteristics of the students they taught. Third, cross-cultural teaching experiences are greatly impacted and influenced by two factors - cultural and language differences. Differences in cultural practice, language used, and communication patterns increased the complexity and difficulties of their classroom cross-cultural interactions. iv Table of Contents Acknowledgments ......................................................................................................................................... ii Abstract ........................................................................................................................................................ iii Table of Contents .......................................................................................................................................... v CHAPTER 1: INTRODUCTION ................................................................................................................. 1 Background ............................................................................................................................................... 1 Statement of the Problems ........................................................................................................................ 3 Research Questions ................................................................................................................................... 8 Significance of the Study .......................................................................................................................... 9 Structure of the Thesis ............................................................................................................................ 11 CHAPTER 2: LITERATURE REVIEW .................................................................................................... 13 Introduction ............................................................................................................................................. 13 Part 1: Issues in Cross-Cultural Teaching ............................................................................................... 17 Benefits and Challenges of Cross-Cultural Teaching ......................................................................... 17 The Role of Culture on Education ...................................................................................................... 18 Defining Culture ................................................................................................................................. 21 Factors that Influence Cross-Cultural Teaching Experiences ............................................................. 23 Cultural Characteristics of Thailand and the U.S. ............................................................................... 32 Cultural Dimensions ........................................................................................................................... 33 Limitations and Concerns of Using Cultural Models for Analysis ..................................................... 50 Part 2: The History of Thai Education .................................................................................................... 54 The Influence of Religious Beliefs on Thai Education ....................................................................... 55 Global Influences on Thai Education .................................................................................................. 60 Part 3: Issues of Globalization and Education in Thailand ..................................................................... 64 Maintenance of Colonial Power .......................................................................................................... 65 Impact of Globalization on Thai Education ........................................................................................ 68 Summary ................................................................................................................................................. 75 CHAPTER 3: METHODOLOGY .............................................................................................................. 77 Characteristics of Qualitative Methods ................................................................................................... 77 Conceptual Framework of Phenomenology ........................................................................................ 78 Rationale for Using Transcendental Phenomenology ......................................................................... 79 v Data Collection ....................................................................................................................................... 81 Defining the Main Terminology ............................................................................................................. 82 The Interviews ........................................................................................................................................ 83 The Participants .....................................................................................................................................
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