EBO-034-8

Available online at www.buuconference.buu.ac.th

The 6th Burapha University International Conference 2017

Creativity, Innovation, and Smart Culture for the Better Society

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Praxial Interlanguage Experience (PIE):

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Teacher and Student Development using
Contemplation, Compassion, and Contingency

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Charlton Bruton*
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IG-HRD, Burapha University Faculty of Education
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Abstract

Praxial Interlanguage Education (PIE), is a model for insider classroom research that focuses on both teacher and student
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development. As insiders in qualitative classroom inquiry, teachers facilitate transformative learning activities that
encourage reflexivity and self-awareness using different forms of Heuristic, Mindful, and Transpersonal Inquiry
(Moustakas, 1990: Bentz & Shapiro, 1998: Anderson & Braud, 2011). Within PIE, the institutional learning outcomes can
be embedded in the activities regardless of the field of study, as heurism coincides with the academic content. This paper
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reports on the researchers dissertation which was conducted at Burapha University in Bangsaen, Thailand. Furthermore,
PIE as actionable insider research, data collected from eight education students during regular classroom activities that
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included: eight weeks of Intensive English, sixteen weeks of English for Academic Purposes (EAP), and sixteen weeks of
Contemplative Education. The researcher categorized three student voices; first-person subjective, second-person
intersubjective, and third-person objective (Reason, 2008) while both researcher and students explored their lived
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experiences (van Manen, 1997) as they used English as a Medium of Instruction (EMI). Four phases guided the actionable
research: (1) explore & understand; (2) decide & plan; (3) implement & activate; (4) assess & evaluate. Subsequently,
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classroom activities were designed, implemented, and evaluated from the students language learning experiences. The
findings indicated that students elementary levels of Basic Interpersonal Communication Skills (BICS) (Cummins, 2000),
combined with their lack of communicative intentionality, limited language awareness, and their fears of making mistakes,
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adversely affected their ability to participate in basic English conversations. Moreover, their lack of Cognitive Academic
Language Proficiency (CALP) (Cummins, 2000), caused them to struggle in academic content courses. Nonetheless, as
they practiced mindful exercises and other contemplative activities, the self-directed language learners began to overcome
their fears, support each other compassionately while constructing meaningful knowledge as contributing members of the
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English speaking community.

2017 Published by Burapha University.

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Keywords: Glocal, Praxis, Axial age, Heuristic, BICS & CALP, Contemplative Education
 Proceedings of the Burapha University International Conference 2017, 3-4 August 2017, Bangsaen, Chonburi, Thailand

1. Introduction

Second language learners, like all humans, have limited and fallible cognitive and emotional capacities
(Johnson, 2015, p. 1) who act as subjective agents on the basis of their beliefs and disbeliefs, and in essential
ways these thoughts are directly linked to language (Peirce, 2012: Bacon, 2012: Hayes, 2005). Moreover,
local language learners thoughts and beliefs are interconnected intersubjectively with their groups and
communitys normative and objective frameworks which support the collective intentions (Bacon, 2012).

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However, when local students enter international or global colleges becoming glocal, they enter a new
community, one they are not accustomed to, and struggle with forming a new language & identity in
agreement with that community (Illeris, 2013: Norton, 2013: Peirce, 2012: Wenger, 1998). In an international

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college individuals group with likeminded individuals who are interlinked with the majority community of
inquiry that becomes the dominant socio-culture (Peirce, 2012: Lewin, 2010: Wenger, 1998). Whether a
community is conducive to second language (L2) acquisition, learning, and development varies from context

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to context, but one would expect the communitys lingua-franca to represent the campus climate, unless there
were proactive intentions to influence the target language (Cummins, 2000).

Within international higher education, courses are taught from an instructors expertise using English as a

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Medium of Instruction (EMI), but communicating with glocal students is problematic, and many skilled

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professors overlook the importance of using a dialogical approach (Wells, 2008: Shor & Freire, 1987).
Consequently, adapting to the classroom is typically the responsibility of the glocal students who are already

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tasked with the difficult endeavor of learning in a multicultural setting while using a second language (L2).
Many glocal students seldom possess neither communicative intentionality nor competence in the target
language which is necessary for learning academic content in a second language (Tomasello, 2014). As a
result, glocal students lack Basic Interpersonal Communication Skills (BICS), Cognitive Academic Language
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Proficiency (CALP), and Common Underlying Proficiency (CPU), but can be developed if the context is
receptive (Cummins, 2000). Subsequently, international contexts place needless constraints on students who
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with the proper support, intentions, awareness, and actions can succeed. I contend from data collected during
my Human Resource Development (HRD) dissertation, that integrating classroom practice with dialogical
inquiry, experiential learning, and pragmatism, using an ecological or holistic teaching approach will help
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local students transform their learning experiences into self-organizing contingencies that overcome the
contextual confines and constraints of learning using EMI (Varela et al, 1999: Palmer & Zajonc, 2014). This
can be accomplished through introspective contemplation, intersubjective compassion, and holistic
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contingencies, which together form what I call praxial experience; an outgrowth of research praxis, and
wisdom from the axial age (Varela et al, 1999: Zajonc, 2010: Bentz & Shapiro, 1998: Anderson & Braud,
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2011: Armstrong, 2006).

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Overcoming the problematic EMI context can be achieved by dialogical inquiry when combining different
qualitative methodologies. Nonetheless, deciding on what to research and the approach depend on contextual
factors, the instructors worldviews, and assumptions concerning L2 teaching and learning praxis. In an EMI
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context there are unique learning and language conditions that need to be acknowledged and confronted,
especially those associated with student language development. For example, many international students may
be characterized as glocal, who lack BICS in English, and are routinely deficient in CALP (Cummins, 2000).
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Secondly, hyped Intensive English programs typically focus on language form, while students are in need of
systematic and continuous experiential practice to overcome their insufficiencies. Finally, teachers are seldom
prepared or trained in areas outside their expertise, and have limited experience with student development
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(Kolb & Kolb, 2017). Therefore, more must be done on the part of the institutions and the instructors to
improve students communicative intentionality, awareness, and actions.

Many believe that the main institutionalized problems in higher education have leaked into international
 Proceedings of the Burapha University International Conference 2017, 3-4 August 2017, Bangsaen, Chonburi, Thailand

education, as higher education has overlooked one of its main purposes, to help students become better people
by discovering their own meanings and purposes in life (Palmer & Zajonc, 2014: Lewis, 2007). In this regard,
contemplative educators argue that higher education lacks teacher and student introspection, and because of
this many educators are turning to contemplative education in hope of improving classroom wellbeing
(Palmer & Zajonc, 2014: Gunnlaugson, Sarath, Scott & Bai, 2014). Contemplative education is simply the
integration of introspection, experiential learning, social engagement, and meaning-making, while claiming
the profound possibility of changing students lives. To explore these possibilities, teachers must look for

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opportunities within the curriculum, to a holistic curriculum based on contingencies and affordances in accord
with the educational setting (Atkinson, 2010: van Lier, 2000). These possibilities should not be taken lightly,
especially in international contexts where miscellany and relativism can weaken and dissolve community.

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Richard Rorty, the late neo-pragmatist, encouraged educators to look beyond objectivity, relativism and
foundationalism to contingencies, possibilities, and solidarity (Rorty, 1999, 1991, 1989).

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Solidarity, perhaps idealistic, is directly related to human relationship functions that have spurred our
evolution, promoted language abilities, guided religions, and given us culture; so suggests the Shared
Intentionality Hypothesis (SIH) (Tomasello, 2014). The SIH states that human flourishing, adaptation, and
survival depend on our ability to self-regulate, communicate, and cooperate with those in our immediate

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environment. These abilities and characteristics can be witnessed in pre-linguistic communication, mimicry,

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and in the act of teaching (Ibid, 2014). In the field of international higher education, educators can utilize the
SIH for classroom direction, and as a foundation for classroom activities. In SIH inspired activities, care and

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cooperation become driving forces that develop intercultural relationships that lead to language acquisition
and development. Nonetheless, in traditional education, where teaching is monologic and didactic, students
participation may be limited, which in turn limits their language learning and development. Moreover, just as
a child learns their native language through parental compassion, there are certain additional provisions that
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language learners require, such as interlocutor support, shared joint attentions, and collective cooperation.
These are essentially what I refer to as praxial, skills that sustain interdependent communities of learning
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(Goleman & Senge, 2015). In other words, approaching language learning and development from individual
intentions (contemplation), shared intentions (compassion), and collective intentions (contingencies) as
proposed in the Shared Intentionality Hypothesis (Tomasello, 2014).
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2. Topics & Concerns

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Thailand should be commended for its efforts to fulfill United Nations article 13, that higher education be
assessable to all, and for the countrys efforts to establish international standards through ASEANs quality
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assurance initiatives, but there is still much to be accomplished especially for glocal students who want to
become interculturally and L2 proficient. There is no denying the importance of having English skills in
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ASEAN, but extending those skills to those who have limited intercultural experiences is crucial. In this
research I identified major concerns in the EMI context regarding students lack of communicative
intentionality, their limited Basic Interpersonal Communication Skills (BICS), and Cognitive Academic
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Language Proficiency (CALP) (Cummins, 2000). These three areas are directly related to each other, but their
development and sustainability are on different trajectories (Ibid, 2000). Subsequently, when trying to unravel
the main topics and concerns of this research, I identified three major areas I needed to explore; L2 language
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awareness, L2 classroom practice, and L2 classroom research.

Regarding language awareness, glocal students rarely have the kind of language awareness, nor the
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communicative intentionality needed to participate in authentic conversations (van Lier, 2014). Secondly, low
levels of BICS make it difficult for students to gain CALP, causing students to memorize academic content in
the L2, or learn it in their first language (L1), which defeats the purpose of EMI. Finally, overcoming the gap
between L2 theory & practice requires an interdisciplinary research methodology that is suitable for insider
 Proceedings of the Burapha University International Conference 2017, 3-4 August 2017, Bangsaen, Chonburi, Thailand

classroom research. Eventually, I began to discover that an integrated approach (Anderson & Braud, 2011:
Palmer & Zajonc, 2014) emerged from contemplation, compassion, and contingency. Using an integrative
approach resolved my EMI classroom issues and concerns. Subsequently, contemplation was used at the
subjective level, compassion was used at the intersubjective level, and contingency at the objective level. It is
my contention that if teachers and educators follow PIE guidelines in international contexts, they can expect
positive changes in student outcomes by focusing on the language learning process and possibilities during
experiential activities (Kolb & Kolb, 2017).

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To further explain the topics and concerns, I refer to chapter one of my HRD dissertation which outlined
the crucial need to improve teaching practice in EMI settings where glocal students lack key learning and

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developmental characteristics and skills. If international colleges are going to accept glocal students with
limited intercultural communicative competence, then students must be given the necessary support, or
retention and lowered standards will become major issues in the field of international education. Moreover, I

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indicated the importance of building dialogical relationships in the classroom by helping students explore
their experiences at three different knowledge levels, and discuss them which can benefit students through
transpersonal reflexivity. In addition, I identified the problems that must be overcome that concerns language
awareness, students intentions & attentions, and classroom research.

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In chapter two of my dissertation, I explored the field of Second Language Acquisition (SLA),
emphasizing the specific context of English as a Medium of Instruction (EMI). Moreover, I used a search

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description that included L2 education, L2 development, and L2 inquiry, and how these areas merge with
affordances and contingencies (Figure 1). In each area, the difficulty lies in the kinds of research conducted,
and the assumptions that are maintained. A Cognitive approach has dominated the L2 field since the early
days of the cognitive revolution, when linguistics, under Noam Chomsky was combined with artificial
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intelligence, and a computational view of the mind (Chomsky, 2009). This is clearly a reductionist view of the
world where conceptualizations are seen as dichotomies; mind-mater, teaching-learning, nature-nurture,
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genotype-phenotype, foundational-relative, acquisition-participation, theory-practice, and objective-

subjective. What I began to notice were the blurred lines in these dualities which when merged ecologically
present contingencies and possibilities. Finally, I further researched subtopics regarding: L2 & education,
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teaching & learning, Interlanguage identity, awareness, & intentions; under L2 & HRD, adult learning, inner,
other, & outer, self-reflection & change; and under L2 & Inquiry, exploring & solving, observing &
perceiving, theory & practice, pedagogy & experience.
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Figure 1:The Search Description

 Proceedings of the Burapha University International Conference 2017, 3-4 August 2017, Bangsaen, Chonburi, Thailand

3. Design & Procedures

In chapter three of my dissertation, I clarified the need for a methodology suitable for the classroom that
would solve problems in practice, be actionable, and employ an insiders perspective. From those three
characteristics I believed I could collect data concerning students intentions, awareness, and actions that
could be used to help students transform their learning experiences. Subsequently, I explored the following
three research questions:

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1. What are the language learning experiences of glocal students in an EMI program?
2. How can these language learning experiences be employed in an EMI classroom to improve
classroom practice?

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3. To what extent can exploring language learning experiences be used to develop a pragmatic inquiry
model towards teacher and student development?
To answer these questions, I believed it was best to combine research from the fields of Human Resource

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Development (HRD) and Second Language Acquisition (SLA). For the HRD component I used the traditions
of Kurt Lewins action research, and Reg Revans Action Learning, and the crucial role of Experiential
Learning (Lewin, 2010: Revans, 2011: Kolb & Kolb, 2017). In addition, I used Adult Learning Theories that
have emerged from HRD that include Transformative Learning, and Self-directed Learning (Swanson &

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Holton, 2001). Lastly, I researched Change and Development from the HRD perspective which applicable to

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education. Concerning the SLE component, I used Paulo Freires Participatory Action Research (PAR) which
combines critical pedagogy and conscientiousness (Freire, 1970). Eventually the research focused on

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exploring three different voices (Figure 2): first-person subjective found in individual intentionality, second-
person subjective found in joint intentionality, and third-person objective found in collective intentionality
(Reason & Bradbury, 2008).
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Figure 2: The Research Focus

By merging the fields of Human Resource Development (HRD) and Second Language Education (SLE) I
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believed there would be significant improvements for second language praxis in settings using English as a
Medium of Instruction (EMI). While HRD and SLE share similar learning theories and conceptualizations,
HRDs emphasis on institutional learning, development, and change can be used in educational settings for
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improving classroom practice. Moreover, I used an HRD perspectives to contextualize the research by
blending new learning and development approaches, such as that used by Daniel Goleman & Peter Senge
which utilizes a triple focus; the inner, the other, and the outer (Goleman & Senge, 2014). This is a clear
theoretical and practical attempt to improve classroom research. From education I focused on insider research
 Proceedings of the Burapha University International Conference 2017, 3-4 August 2017, Bangsaen, Chonburi, Thailand

methods that were fluid, and allowed for classroom experience and interpretations. The PIE research design
has three main parts; praxis & axial teaching, triangulating student voices, and Insider Heuristic Inquiry.

To contextualize the research to my own classroom, I used Kurt Lewins Action Research (AR) as a
foundation which is common to both HRD & Education (Kolb & Kolb, 2017). AR has a fluid spiral of steps,
each composed of a circle of planning, action, and fact-finding, with fact-finding having four functions; to
evaluate the action, to give the participants a chance to learn, to serve as a basis for the next step, and as a

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basis for the overall plan (Lewin, 2010). The planning or input stage also coincides with unfreezing in
Lewins change model, and includes a preliminary diagnosis through data collection. The action or
transformative stage is where change should take place based on the various feedback loops. The fact-finding

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results or output stage also acts as re-freezing (Lewin, 2010: Herr, & Anderson, 2014: Jones, McNiff, &
Whitehead, 2006). With this in mind, I decided my insider approach to human inquiry would follow a form of
Participatory Action Research (PAR) which would be used to guide and anchor the research with the purpose

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of professional and student development in EMI settings. This in essence combined participatory (Freire,
1982), learning (Revans, 1982), and action research (Lewin, 2010), and into Participatory Action Learning
and Action Research (PALAR) which is used to bridge the gap between theory and practice with a focus on
self-directed learning and development (Zuber-Skerritt, 2011). PALAR allows researchers to bridge the gap

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between the dialectical connections of theory and practice through an emerging non-positivist worldview

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(Ibid, 2011). This can particularly be achieved in an academic setting through action oriented experiential
learning and participation in which students and instructors work together to solve immediate concerns.

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Eventually, I decided on the following stages; explore & understand, decide & plan, implement & activate,
and assess & evaluate (Figure 3). The explore & understand stage was based on Heuristic Inquiry and
Embodied phenomenology for me and my students to better understand their language learning experiences
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(Moustakas, 1991: Varela et al., 1991). The decide & plan stage used the data from the previous stage to
decide what needed to be done, which I labeled as Relational Shared Intentionality. The implement & activate
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stage would be completed during class hours, to cultivate changes based on self-reflection and feedback.
Finally, the assess & evaluate stage would involve evaluating the students transformation and developments
from their perspective, and from my own.
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Figure 3: The Research Stages

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4. Findings

I will present the Findings based on the three objectives and research questions. Firstly, the objectives:
1. To gain a better understanding of the English as a Medium of Instruction (EMI) context by
exploring the glocal students language experiences as an inside research practitioner (O1);
2. To improve classroom practice and the well-being of glocal students while they use EMI through
praxis-based activities(O2);

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3. To develop a praxis-based teacher as insider research methodology that moves beyond the
rational, cognitive-computational approach in classroom language inquiry by using a qualitative
pragmatic approach (O3).

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Second, the questions:
1. What are the language learning experiences of glocal students in an EMI program (Q1)?

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2. What teacher actions can improve an EMI classroom, and the well-being of the glocal students
(Q2)?
3. What praxis-based, teacher as insider research methodology can be designed for teachers to;
explore and improve their teaching practice during regular classroom activities that result in

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student language learning & development (Q3)?

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Objective 1 (O1) & Question 1 (Q1) were explored during regular classroom activities in which students
examined their language learning experiences which required a triangulated effort: first-person subjective,

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second-person intersubjective, and third-person objective (Figure 2). Objective 2 (O2) & Question 2 (Q2)
were explored three-fold; by using a praxis approach to teaching, by initiating change, and dynamic
assessment with continual modification (Figure 3). Objective 3 (O3) & Question 3 (O3) were explored
from the researchs four stage process (Figure 3) that included explore & understand, hypothesize & plan,
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implement & change, and assess & evaluate.
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4.1 O1 & Q1 - Language Learning Beliefs & Experiences.

Whether students are Christian, Muslim, Buddhist, Jewish, agnostic, or atheist, exploring their language
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learning experiences heuristically using introspection or contemplation will develop an individuals capacity
for self-discovery, self-awareness, and eventual development. As a pragmatic exercise to language awareness,
I asked students to describe their language learning experiences beginning with primary school, to include
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middle, and high school. The purpose was to initiate a critical exploration of their experiences with the intent
of gaining more in-depth language awareness, self-knowledge, and self-awareness that are pertinent to their
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language usage and development. The questions included: Give a timeline of your early language learning
experiences; what were those experiences like? When you arrived for Intensive English, were you satisfied
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with your English abilities? And, what would you like to change or improve? The first question was designed
around their prior experiences beginning (Table 1).
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Table 1: Prior Experiences

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S What were your first language learning experiences like?

1 In primary school I learnt English with English teacher. It is a good experience because I learnt with
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language owner. In secondary school, old teacher just taught me followed the book. She just read and
answer the questions. I didnt get much skill for English from her. In high school the gay teacher always
taught grammar and speaking for an interview. It was boring. In Intensive English, I got a lot of English
skill because what they taught I can apply to my daily life for real.
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2 Since primary to high school I dont have real thinking about English, but its good experience, and I
think English is easy for me. But now, I think it is difficult, and I try to study and get a lot of English skills.

3 These experiences were like I am in the labyrinth. Even if I learned English in many years but my English
skills is not excellent level.

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4 Im not sure, but before secondary I had special class for secondary exam. Teacher teach about
vocabulary I should know. In class its basic English but dont have reading, writing. But I understand in
the lesson and I can pass exam in secondary.

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5 My English experiences not good because I want to understand English and I think the teacher is very
important. My experience make me sad and make me know I should practice my English skill now.

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6 In primary I learned listening and speaking that not difficult. Listening from teacher or video and try to
speaking with teacher. Secondary I learned about grammar and conversation. In IE I learned about

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reading and summarize content from the book.

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7 I think my experiences about English is so bad. I didnt like what the teacher said and did.

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In primary school I had learn English with International teachers. Its a good experience for me to
practice English skills because I had learn with own language. In secondary school I had learn English
with Thai teacher. They just teach me from book. Sometime its very boring for me. I just had to
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remember best and forgot it. In high school I had learn English with International teacher again and Im
very happy that I can practice English skill again.
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While these responses might not seem revealing, they represent the initial stages of self-exploration that
help students develop reflexivity and introspective skills that will eventually lead to development. During the
first term of English for Academic Purposes, I introduced students to writing assignments that included
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describing emotions, feelings, and perceptions. Having never had the opportunity to discuss their feelings and
emotions, nor write about them, most of the students were unable to do this without copying and pasting from
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the internet. To help students distinguish the differences between the concepts, and to follow a method to
better explore their experiences using mindful awareness, the students were introduced to the five Buddhist
aggregates; form, feelings, perceptions, disposition, and consciousness (Table 2) (Varela et al, 1999). Later, in
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the second term we would explore these themes deeper during Contemplative Education. Moreover, their
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reflexivity became the basis for meaning making, by combining thought, language, and experience (Johnson,
2007).
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Table 2: Five Buddhist Aggregates

S Using the five Buddhist aggregates, describe your Intensive English experiences
1 At first, I got nervous and scared to learn with English teachers. It was unpleasant and decrease to
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neutral because I saw other student and I thought if they can then I will.
2 I am afraid that I cant speak English. At first I feel exciting and I dont intend to study. It hard for me
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so I try to but cant.

3 At first I feel shy and scare. I am afraid to speak English.
4 My hands shake, my heart beats fast, and I worry. Im shy and afraid when I use English, but I hope I
can do it.
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5 At first, I feel exiting and afraid, maybe unpleasant, so I just smile, but actually Im shy.
6 I worried about English skill because I never learned English program. I scared and excited when I
speak English with teacher. I pretend to understand even if I didnt understand. Im very shy, but I want
to try.
7 I feel uncomfortable because its the first time that I learn in English full time in class. Im just one of
International Education in the group, it make me feel lonely and uncomfortable.
8 The first day that I come to class my body is contract and my heart is beat faster. I try to calm down and

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just relax my mind enjoy with class and talk to teacher and friends. Im not dare to speak English with
another people.

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The writings from Table 2, are much more revealing, and describe students whose language development
is being hindered because of their perceived fears. Facing native speakers in an EMI context can be extremely
difficult for glocal students, and how they respond to their experiences is an individual reaction that is crucial

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to developing communicative intentionality. If teachers are not prepared and trained, student experiences can
be detrimental. After I read these writings, I was quite concerned, and I decided then to begin helping students
overcome their fears. Later, towards the end of the year, as their English developed, I asked them to describe a

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time they were afraid using English (Table 3).

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Table 3: Being afraid

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Describe a time you were afraid using English
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When I talked with Mr. XXXX. I cant understand what he said. His accent is very difficult. I couldnt look
into his eyes. It was not a physical fear, but it was my mind. So, I just calm down and pay more attention
I felt afraid before college. Im not sure I can speak English. I can only do avoidance. Its not my body feel,
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but my mind. I feel stress.
3 Before when I speak English I feel like Im alone, in a dark place. I anxious and I fidget. It make me problem
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solve. I feel like I have a pressure when I feel stressed, but feeling afraid, it doesnt make me feel like that
anymore.
4 One time I speak in front of people. I know Im not do good. I think about my past experience because I
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worry about my past, and I get too excited. I hardly think anything, but I tried to stay calm. Sometimes I fear
the parents disappointed, so I think to meditate.
Sometimes I feel afraid when I speak to men. It give me the nightmare, because my past experience about
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English not good. You know, I afraid dog the same, my heart beat fast, and I a lot of sweating. I make sense
and concentrate. Make me think my family, and not have fear. I clear my mind and make me relax.
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6 When I speak English make me feel same when I see cockroach. I felt scare, I felt fear. Each time I still fear
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every time. For physical my hair stand, make me decide mistake. Fear I get low grade, but I to mindfulness I
dont think anything and dont worry. When I mindfulness I feel force and not afraid.
7 When I speak English I feel alone like when Im alone at night. I just want to run. I think this because my
past experience. I still fear, I cant explain why. If I not afraid I can calm down and solve my problem. I
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compose and manage my feeling.

8 When I speak English I want to leave that place as fast as possible. I know this because my past experience. I
will try to calm down and talk to myself everything will be ok.
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From these writings (Table 3), the students were trying to understand their feelings, and overcome the
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negative implications. They recognized that their own perceptions can be understood when identifying the
fear, and how the fear overtakes their actions, and causes communication to be restricted. Some students
mention their efforts to calm themselves, and to think clearly. These writings demonstrate important steps in
self-realization that helped the students transform (Mezirow, 2009). Another exercise that helped students
make the required change came from Kurt Lewins change model, which was used to help students determine
 Proceedings of the Burapha University International Conference 2017, 3-4 August 2017, Bangsaen, Chonburi, Thailand

the driving and restraining forces in their lives (Table 4). Here students delve deeper into their lived
experiences to discover what may be holding them back.

Table 4: Driving & Restraining forces

S DF: = Driving Forces, RF: = Restraining Forces

1 DF: Parents, friends, my sister, go abroad, get more salary, my desire
RF: Grammar, vocabulary, English speak fast, dont understand, myself, society, stupid.

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2 DF: Parents, friends, my brother, go abroad, to get new job
RF: Grammar, vocabulary, English speak, dont understand, myself, society, stupid.

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3 DF: For jobs, family, my dream, America, history (past), my ability, English friends
RF: Society, culture, myself, activity
4 DF: My English, my family, I want to go USA and Korea, my future, I want to have foreign friends, job,

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my dream, my teacher
RF: Be tired, myself, activity each day
5 DF: Go to USA, speak with foreigner, want to be better, my parents, my teacher, my future
RF: Sleepy, lazy, dont know much, stupid, dont try, shy

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6 DF: My ability, Korean friend, my parents, history (past), my future (salary), other people around

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RF: Torpidity, vocabulary, shy, myself, culture, society
7 DF: I want to improve, want to talk to each other, I want to study well, my future husband, family proud,

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you, foreigner friends, my parents
RF: Im stupid, lazy, not enough time, homework -O
DF: My family, my future, my pride, travel around the world, make money, get good job, have foreign
friend, my teacher, myself, my friend, my confidence, my desires
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RF: Society, everyday life, culture, people around me, worry
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Finally, students were given instruction in mindfulness, and other contemplative education activities that
included freewriting or journaling, movement exercises, deep listening, beholding, and loving-kindness
mindfulness (Barbezat & Bush, 2013).
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4.2 O2 & Q2 - Classroom Improvement & Well-being.

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I believe one of the biggest mistakes in Higher Education is for teachers to overlook the importance of
emotions, social learning (intersubjectivity), and how humans rely on constructing knowledge in a process
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with others (Freire, 1970). Not only is intersubjectivity vital for human adaptation, some propose it is an
innately human characteristic, suggesting a need between self and others (Meltzoff, & Brooks, 2007:
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Thompson, 2001). To further probe students experiences intersubjectively, I asked the students to reflect on
their social learning experiences over the past year. Moreover, I asked the students to consider interpersonal
skills, comprehension & understanding, participation, and motivation. To initiate second-person
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intersubjectivity I used Freires problem-posing (Freire, 1970), and Reg Revans Action Learning (Revan,
2011). This was a deliberate attempt to use the data from stage one (explore & understand) to design activities
that would improve the classroom and the students wellbeing. In Table 5, I asked students to write about their
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experiences using Freires problem-posing, and Revans action learning. This was also one of the first steps
of their journey using contemplative education and compassion. Many studies have linked the concept of
contemplation with well-being (Palmer & Zajonc, 2014: Gunnlaugson, et al, 2014).
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Table 5: Problem-posing

S Written responses Learning with others

 Proceedings of the Burapha University International Conference 2017, 3-4 August 2017, Bangsaen, Chonburi, Thailand

1 I think when the discussion with friends or people can help to learn. It makes me able to give others
advice, and talk to my friend about the problem. It makes me get the experience about the problem
and I can help my friend. It makes me to understand the problem, and I can apply for myself.
2 I think this situation made to communicate together. I can know what happen to another, or know
what the other thinking. I think we can work together when we have the small problem we can know
more. Because sometime I dont like to work alone.
3 I think it is good to talk with others and know about my emotions. Im not sure and sometime I dont

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understand what is the meaning. Learning together can help me to have discussion with another and
exchange my thinking. Also, can give me how to action and work I should say. I feel excited and a
little scare sometimes and afraid I do something wrong, so I can know better.

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4 It help me to communicate with people because some people can be good to communicate. This made
me become better listener and made me feel more confident about being able to know the answer
about the topic. This has motivated me to participate after learning a lot. Sometimes my friend depend

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on me because the people in the class not sure to do the work. So people can depend on me a lot more
and know that Im a good listener. This makes me happy and feel reliant.
5 I strongly agree with problem-posing helped me with interpersonal skills because I was found about
peoples problem by have a discussion to the people to communicate and help each other to find the

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solution. I agree problem posing help me to understand the concept to give to my friends, and to

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understand each other. Problem posing give me a lot of information about the positive ideas to make
the solutions to fix about our problems.
6
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This make me a better listening and make me feel more confident about being able to give about
problems. When I work in a group your opinions are not the same with the other people so you can
understand the other people. And also, the problem-posing help me with the interpersonal skill by
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answer the question.
7 Before I know about problem posing Im just a shy girl. I usually shy or shy every time. But when I
know this I feel I must dont be shy and have a confident. I feel confident and really like to meet other
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people and talk with them.

8 I think the problem-posing can help we want the best solution when we will discussion that make me
participate in group. It will help my interpersonal skill because it help me with another people better
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by ask or give some talking. I should to understand the concept when the other friend talking. It make
me feel good, and I can apply to use the knowledge in everyday life.
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In each of these excerpts, the students explain the benefits of working together, even though English was
seldom used, especially when students have the same native language. The BICS/CALP distinctions make it
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clear that students will struggle using basic social skills to discuss academic content, and because of this I
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allowed students to use their native language so as to better understand the academic concepts. At times I did
insist on students using English in less demanding tasks. In the following task (Table 6), students were asked
to organize their classwork portfolios which would require basic social skills. As an alternative to problem-
posing, on this occasion I used Action Learning in which students had to accomplish a task while only using
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English. According to Reg Revans, learning takes place while solving a problem, to which he used the
equation L (learning) = P (programed knowledge) + Q (questioning insight) (Revans, 2011). Table 6, was
written towards the end of the first term, when tasked with collecting their term assignments into a portfolio.
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They were required to include the same assignments, and put them into the same order using only English.
They had seldom used English to complete a simple task, and I explained that they didnt have to study
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English to learn English, that they could use English, and in the process of solving the problem they would
develop their English skills. After completing the task, I asked the students to write about their experience
 Proceedings of the Burapha University International Conference 2017, 3-4 August 2017, Bangsaen, Chonburi, Thailand

Table 6: Action Learning

S Describe using both English and Action Learning to organize your portfolios.
1 First, I used English with my friends today. It make me know about the papers, some of them someone
doesnt have it, some of the paper I dont have them. I think it getter to discuss something in English
together. It makes us know each other more than before. It makes me know that my friends have
difference skills to use English I think it confused but it also funny.
First, I dont understand about action learning, but I ask my friend. So I hurry to do my paper working

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2
because I dont finish. I used speaking English. We help together, some people asking, some people
answer. We feel enjoy and be myself and we know skill for using English I think us can develop together.

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3 Today we have to organize our papers together, it all start collected at the beginning of this semester
until now. Now, we are bring it together for sending to our teacher. So, we are coming to discuss about
what are the papers, they consist of such as, Mind tools, midterm & Final, EAP, and etc. We all are

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talking about these in English. I think it is hard for me and my friends to talk in English because we are
never talk together in English. We are all use Thai language to talk with each other. Even though, it
hard but we all are trying to talk about these papers in English. I think it not too bad in using English to
talk together.

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4 Today I got many thinking when I record with my friends. It can help us to work with exchange. We talk

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merrily, friendly. Although we will use English to communicate but we enjoy. We help together, some
paper I dont finish but my friends help me. I think I will try to practice my English skill to be better.
I got many think in here. Today I just talk to my friends a little bit because I cant fin some paper. I
5
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happy to talk with my friends but maybe some sentence I dont know how to say it. I think its good
activity. I should improve my English to talk with my friends because I wanna talk with my friends more
than before. I think try to use English together is better.
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6 Practice speaking English and courage to speak. I feel happy and dont worry because I speak English
with my friend and dont worry about mistakes. I feel comfortable and no stress. I think talking with my
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friends, it make me dare to say.

7 Its the first time that we talk English in group (teacher record so we dont speak Thai). We have to
organize papers together. Some have it all someone not. It not xxxxxx much because we just said like
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them and then xxxxx. Its good experience of us because I think we have no way to talk to each other in
English if its not in your class (we dont want to talk in English much because talk in Thai is clear
more.
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8 Today Mr. C tell us to work in group for organize our papers and record so we have to talk to another
in English. This is the first time that we talk English with our group. Its very funny and enjoyed. Were
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not serious and just relax because we all are friends. This project make me know that we all change
from the first time. We all can talk in English and dont be shy anymore. Im very happy to be with
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friends.

I think its important here to acknowledge the depth of change that they had experienced. In Table 6, they
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exhibited the fun of speaking in English, while being self-reflective and critical. Moreover, being critical is an
early stage of transforming their mindsets (Dweck, 2006). In addition, the idea of compassion came through
during problem-posing and action learning. The word compassion comes from the Latin words compati or
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compassio, which means suffer with. Suggesting that students study, learn, and suffer together, which in turn
will help them understand that they are not alone which creates bonding and team work.
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4.3 O3 & Q3 - Insider Research Model.

One of the purposes of using Insider research is for the researcher to gain a deeper level of understanding
while cultivating or fostering transformation (Mezirow, 2011). By positioning myself as an insider, I was able
 Proceedings of the Burapha University International Conference 2017, 3-4 August 2017, Bangsaen, Chonburi, Thailand

to facilitate inquiry into my students language learning experiences to better understand both prior and
current language learning experience (Reason & Bradbury, 2008). In this context the insider position allowed
me to witness their transformations as they became self-aware during reflexivity and introspection (Anderson
& Braud, 2011: Gilgun, 2012: Zuber-Skerritt, 1994). Moreover, as an insider, I was able to explore my own
professional development while students explored their own development. The research model I designed
supported the three objectives that I originally had; to explore, to improve, and to design (Figure 4). To do this
I used contemplation at the individual intentional level, compassion at the joint intentional level, and

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contingency at the collective intentional level.

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Figure 4: The Objectives
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I believe the three objectives were demonstrated in students writings about their experiences using
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contemplative education (Table 7). Their writing demonstrated a transformation in their participation, and in
their self-awareness. Students began to understand their role, and the importance of participating in the
English speaking community.
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Table 7: Thoughts on CE, and community participation

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S Describe your experience using Contemplative Education to participate in English community

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1 From learning contemplative education at BUUIC, I used it to improve my speak skill so often because
learning at BUUIC have to communicate in English such as when I went to Ban Hnong Yai school in
Chachengsao province, we have to communicate with Korean friends and it made me know that
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communicate with foreigner made me know many thing in their country. I started from meditate by
myself, then I have to find the reason why I cant speak with foreigners even if I want to do this much.
After that, I found that I was afraid to speak English because it might wrong and I was shy to do. Then I
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told myself that speaking English is easy, nothing right, nothing wrong, I have to do my best for myself
and my parents. Then I believe in myself and do it easily.
2 From learning contemplative education in group. We got many good experiences and skills in here. At
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first, we all are very shy to use English but we all try to practice by using contemplative education.
Started from meditate we know how it feel. We afraid that if it wrong it will make us ridiculous and
stupid. The feel is very unpleasant because it made us nervous and excited. Then we getting used to this
because we it very often and we have to do it. The way we is not much impress but it is not too bad. It was
 Proceedings of the Burapha University International Conference 2017, 3-4 August 2017, Bangsaen, Chonburi, Thailand

complicated we all actually shy. We understand how it feel, then we getting used to it. After that we adapt
ourselves to take it easy and strong even if it had mistakes but we will pass it together.
3 Before I studied contemplative I shy about English speaking I afraid wrong speaking and I dont
confident speaking but after I meditate I dont shy about speaking English even I speak wrong but I am
know my fault. Its good reason what I can develop skill about speaking English at Burapha University. I
feel good and I believe my mind.
4 My experiences of using contemplative education to participate in the English speaking community at

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BUU. First, it starts when I went to do volunteer activities at Ban Nong Yai School in Chachengsao
province. That makes me meet with foreigner friends such as Korean friend, American and etc. We are
talking together that makes me can develop my English to be better. Next is the activity at BUUIC, we

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met with foreigner friends and make groups to do activities about Thailand present information to share
with other group. These all are a good experience for me since I come to study at BUU. I love all
moments here.

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5 From learning contemplative education at BUUIC, I used it to practice my speaking skill because at
BUUIC have to communicate in English. So when have activity at BUUIC its activity with foreign
friends. We exchanged ideas and shared activities to accomplish.

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6 My experiences of using contemplative education at BUUI(C, I improve decision making such as when I
communicate with foreigner. Some sentences I should say or not sand what should I do when I cant

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understand. I improve motivation such as I should communicate with foreigner in BUUIC by dont have
shyness first. I improve mood such as when I cant understand I will angry but now I calm down and try

7
to listen.
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I practice to speak English with foreigner. First time I do not dare to talk to foreigners. Until I have
Korean friend. I try to speak English with them. I think now I have courage to speak English with
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foreigner more than past.
8 In the community have a lot of people that we dont understand and we have to work together. So, calm
down is the best when you have to work with other. If you dont understand them just calm down and look
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what where, when, why, slowly to solve problem. And like when I talk with foreigner friend. If can calm
down control the emotion, meditation you will get a lot, get word, sentences or accent.
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5. Discussion

When the eight Education students arrived for Intensive English they lacked BICS, CALP, CPU, and
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communicative competence. (Cummins, 2000). There were numerous individual reasons for this based on
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their past language learning experiences, their language beliefs, and dispositions, but normatively they had all
learned English in decontextualized language classrooms. Within those classrooms, communication was
limited, and without a natural context to ground language meanings, they studied English, but did not use
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English, nor did they develop communicative intentionality (Tomasello, 2014). As a result, the eight
education students were habitually focused on limited recourses, that they performed individually without
communication. However, after reflectively exploring their language learning experiences they began to gain
a deeper level of language awareness, and a better understanding of what was required if they were to become
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language proficient. Through reflexivity, they acknowledged that anxiety and fear were keeping them from
conversation and small talk, while limiting their actions to watching English language movies and listening to
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English music, which they then realized was not enough. As language learners they remained detached from
authentic participation, and as time went by they became disappointed and somewhat guilt ridden. Even
though they had gained better language awareness, and understood what they needed to do, their trepidation
magnified, until they entered a battle between their intentions and actions, or what Steven Hayes, Ph.D., calls
psychological quicksand (Hayes, 2005: Csikszentmihalyi, 2002).
 Proceedings of the Burapha University International Conference 2017, 3-4 August 2017, Bangsaen, Chonburi, Thailand

Prior to having communicative intentionality, the eight education students were limited to academic
classroom assignments, listening to music, and watching English language movies. Subsequently, we started
on a path of discovery together, to find out what was holding them back, and what could move them forward.
Using Lewins Force field analysis, the students were able to determine driving and restraining influences
(Table 4) (Lewin, 2010). Once those forces were determined, students began using contemplative education
and mindfulness to improve their psychological dispositions and intentions. Nonetheless, each of them

on
experienced a period of conative imbalance in which their desires and volitions were not in agreement,
leading to frustration (Wallace, 2006). Change did not come easy, but their dispositions improved, and they
began to participate as a result of mindful intentions, teacher support, compassionate friends, and a lively

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expat community that lent opportunities. In time they gained more and more confidence while developing
their language skills through journal and academic writing assignments.

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As noted above, once the students determined their individual needs, they were slow to action. Conversely,
infants learning their native language are stimulated to engage and be like others, but young adults are
confounded by their identity, and their struggle to be independent. At times they allowed anxiety and
negativity to control their thoughts, comparing their English levels to native speakers which was personally

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and socially debilitating (Norton, 2013). The psychological quicksand and negative relational frames they led

nl
each on their own path with different triggers, behaviors, predispositions, and emotional responses (Hayes,
2005). Subsequently, each student had their own experiences, but each had a tendency to respond according to

-O
the normative structure of their existing group (Peirce, 2012: Bacon, 2012: Lewin, 2010). In other words,
these eight students began to respond in-kind, according to the normality of the community they were part of,
reducing their experiences to we, as opposed to I (Hofstede, 2010). Subsequently, I reminded the students that
they were all at an interlanguage level which was subject to their individual intentions, awareness, and
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actions. Moreover, there goal was to communicate and participate as much as they could, and to accept their
level as a natural learning process.
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For some, the psychological toll can be debilitating as students compare themselves to fluent speakers in
the community, creating the importance of reconceptualizing the English journey as a process of
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Interlanguage. Reminding these eight students that they were speaking an interlanguage helped them
understand that they were in a lifelong process, and English mastery was not their immediate goal, but simple
communication was. The Action Learning exercise in Table 6 clearly demonstrates the transformation they
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experienced as they began to accept their levels. Student 8 summed up here feelings clearly, We all can talk
in English and dont be shy anymore. Im very happy to be with friends . While they wanted to do more,
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they werent sure what needed to be done, they needed to discover on their own what that would entail. Once,
they discovered that their communicative intentions, awareness, and actions were unconducive to language
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development they used mindful exercises to reduce their negative interior dispositions while focusing on
compassion for themselves and others in the same predicament. Next, the students recognized exterior forces
that interfered with their progress, and made necessary changes such as reconceptualizing their English levels
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as an interlanguage. While change did not come easy, they were encouraged through experiential inquiry,
teacher support, compassionate friends, and a cooperative community. These eight students were well on their
interlanguage journey toward English language development. Finally, using the insider position allowed me
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to witness the students transformations as they became reflexive, introspective, and self-aware (Anderson &
Braud, 2011: Gilgun, 2012: Zuber-Skerritt, 1994). Moreover, as an insider, I was able to explore my own
professional development while students explored their own development. The research model I designed
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supported the three objectives I originally formed; to explore the EMI context, to improve the EMI classroom
experience, and to design an Inquiry model that could be used by other international educators (Figure 4). To
do this I used contemplation at the individual intentional level, compassion at the joint intentional level, and
contingency at the collective intentional level.
 Proceedings of the Burapha University International Conference 2017, 3-4 August 2017, Bangsaen, Chonburi, Thailand

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Figure 5: Praxial Interlanguage Education

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