By Yin Nwe Ko

 

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 fuelled 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.