The implementation of English as a compulsory subject in Mongolia: EFL teachers’ perceptions and experiences
Abstract
In responding to neoliberal globalization, the importance of English language education has been strongly emphasized in many Asian countries, including Mongolia, during the past several decades. Despite the nationwide prioritization of English language education in Mongolia, little research has examined the experiences and challenges of English teachers in teaching English as a compulsory subject in Mongolian secondary schools. This study aims to address this gap by exploring teachers’ perceptions of teaching English and the challenges they encounter, by interviewing forty-three private and public-school teachers. The findings indicate that although teachers had positive attitudes about the nationwide emphasis on English education, they also have experienced a variety of challenges, including workload, lack of professional development and support, lack of shared vision and supportive leadership, and other tensions related to low pay and the social status of schoolteachers in that country. Furthermore, the study recommends that the Mongolian government must create initiatives to reduce educational inequality associated with access to quality English language education, for instance, by increasing funding for public schools, raising awareness of teachers about their importance for the future of the country, and improving the quality of pre-service and in-service teacher education.
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