From Rural Roots to Global Reach

LIFE in a small town is undeniably different from life in a big city, isn’t it? It was around 1994. I was living in a small town and had a brief two-day trip to Yangon. In that small town, I was an English teacher, though not an especially well-known one.

The reason for my visit to Yangon was to meet an English teacher there. His name was U Thein Naing, a respected teacher who was likely about three or four years older than I was. He was also the teacher of my younger siblings who lived in Yangon. I wanted to meet him to explore the possibility of connecting with his network and perhaps arranging some small study circles in Yangon.

After arriving in Yangon, I called U Thein Naing to arrange a meeting. He mentioned that he couldn’t invite me to his house today and suggested instead that I come to the place where he was teaching – at No ( … ) on Kili Road, third floor, at around 2:30 in the afternoon. So, shortly before two, I took a bus from Kyimyindine to Kili Road and found the building he had mentioned. I went up to the third floor, knocked on the door, and a man who seemed to be the host opened it. When I told him I was there to meet U Thein Naing, he welcomed me warmly and led me to the living room. About ten to fifteen minutes later, a group of seven or eight children came out. They were wearing simple clothes — loose shirts and shorts, likely due to the summer heat — and each held some small books.

It seemed they weren’t students who had come from afar but rather children from nearby houses. Like a teacher, I leaned forward to take a closer look at the books the children were holding.

Hmm … it wasn’t a book I recognized. It was definitely not a school textbook. Since I already knew that U Thein Naing taught English, I felt a sudden curiosity about what he was teaching these kids.

Just then, U Thein Naing came out, and we both started walking down the stairs. Before we even reached the bottom, I couldn’t hold back my question any longer. “What do you teach, Saya?” I asked right away. “English,” he replied with a smile. “What kind of English?” I followed up quickly.

He seemed to understand what I was getting at. Reaching into his shoulder bag, he took out a book and showed it to me. “This book,” he said, holding it out in front of me. The moment I saw it, I understood immediately. It was clear why the children from my rural area would never quite catch up with the children in Yangon when it came to English.

Once we reached the ground floor, U Thein Naing continued, “Kids in Yangon often have three English teachers. The first one is the school teacher, who teaches them from the prescribed textbooks. The second one is the tutor outside of school who helps them go over the same textbooks.

And then, there’s a third one — the one like me — who teaches them using international curricula tailored to their age.” I understood. The school syllabus alone wasn’t enough, so they were incorporating international programs alongside it. I began to wonder just how long Yangon had been evolving with this kind of comprehensive English learning system. Meanwhile, U Thein Naing didn’t add anything more, and I found myself lost in thought.

When I returned to my small hometown, I kept thinking about the English teaching system I had experienced in Yangon. I wondered how I could bring something similar to life here. It was early May — summer break — and my tutoring classes were also on hold. Unlike in Yangon, where students continue attending extra courses during the summer, students here only come back for registration when school reopens.

The idea of teaching a syllabus outside of the prescribed schoolbooks was unheard of for both students and parents in my town. However, I was determined not to give up. I decided to start with whatever was possible. Since schools were closed and I didn’t have any students, I turned to one of my nieces, who had just finished her matriculation examination.

I gathered her and a few of her friends, offering to teach them from my Grammar in Use (Intermediate level) for free.

Honestly, I wasn’t sure if this book level was suitable for these students. All I had was this Grammar in Use book and the motivation to teach, so I just started with what I had. Along with my niece, I gathered six female students and began teaching them. Surprisingly, they seemed genuinely interested. The class lasted a little over a month, and they were enthusiastic throughout. Eventually, the school reopened, and other students returned to their regular classes with the prescribed textbooks, so I had to stop the free lessons. What I’ve shared here is a glimpse of how we began introducing international English curricula in our small town.

Thirty years have now passed, and it’s 2024. My small class has grown to about forty regular students, and during the summer break, there are often over sixty attending. None of the parents who bring their children here request that I teach them from the standard textbooks. I accept students who are at least seven years old, so I teach various levels, from Grade 2 up to students who have just completed Grade 12.

Over these thirty years, both parents and the community have come to understand the value of English. Now, people truly recognize its importance. My little class, which I once offered for free, has grown, and there are now three similar classes in this small town alone. While I don’t oppose the government’s textbooks — they still have value and are taught in many tuition centres – there’s also an apparent demand for broader learning. There are even three private schools in this small town now, not counting the others. I think anyone looking at the town’s progress in education over the years would see how much the community’s mindset and priorities have evolved.

In Myanmar, the motivation to learn English has a long history and many reasons behind it. English was introduced during the colonial period and has remained an essential language in the country’s education system.

In recent years, globalization has made English even more important. One key reason is the economic opportunities that come with knowing English. Many multinational companies operate in Myanmar, and fluency in English can lead to better job prospects and higher salaries. In major cities like Yangon, businesses often require employees who can communicate well in English because it is the primary language of international trade and industry.

Additionally, the academic environment has increased the emphasis on learning English. Higher education institutions in Myanmar often use English as the language of instruction, especially in science, technology, engineering, and mathematics (STEM) fields. Students who want to study abroad or at international universities within Myanmar need to have strong English skills, as demonstrated through exams like IELTS or TOEFL.

The role of technology and the internet is also significant. Access to global knowledge and resources is mostly available in English. Students and professionals in Myanmar use the internet to access online courses, research papers, and international publications, all of which require a good command of English.

Another important factor is cultural exchange and the desire for global connectivity. English acts as a bridge that connects Myanmar to the world and facilitates interactions with people from different cultures and backgrounds. This international perspective is particularly appealing to the younger generation, who are eager to explore beyond their borders.

The dedication to learning English also comes from a societal aspiration for progress and development. As Myanmar continues to grow and integrate into the global community, English proficiency is seen as a stepping stone to achieving modernity and advancement.

Parents understand this and invest in their children’s English education to provide them with the necessary skills for the future. In rural areas, where access to quality education and resources can be limited, community efforts and individual initiatives play a significant role. Teachers like me and others bridge the gap by introducing innovative methods and international curricula, ensuring that students in small towns have the same opportunities as those in urban areas.

Despite the enthusiasm for learning English, several challenges remain. Limited resources, especially in rural areas, can hinder the learning process. There is a shortage of trained English teachers and up-to-date materials. However, community-driven efforts and initiatives by local educators have shown promising results in overcoming these barriers.

The government’s role in supporting English education is also crucial. Policies that encourage English learning, provide resources, and train teachers can significantly enhance the quality of education. Collaboration with international organizations and educational institutions can further support these efforts.

In brief, the motivation to learn English in Myanmar is fueled by economic aspirations, academic requirements, technological advancements, cultural exchanges, and societal progress. The journey of diligent study is marked by dedication, innovation, and a collective effort to bridge gaps and create opportunities. As Myanmar continues to develop, English proficiency will remain a vital component of its educational and societal landscape. By addressing challenges and leveraging opportunities, the country can ensure that its citizens are well equipped to thrive in a globalized world.

Source- The Global New Light of Myanmar