Promoting Inclusion through English for Organic Farming and Ecotourism in ASEAN Countries: A Thai Example
A Thai Example
Organic Farming and Ecotourism can be valuable resources for economic stability in many ASEAN communities. English is vital to exchange organic farming practices with other farms outside their country and is a necessary skill to promote ecotourism to international tourists (Morrow, 2015; Upayokin, 2007; Wallenberger, 2012). This research article will use a 2017 visit to a community in Phetchaburi, Thailand as a case study to look at addressing this community’s needs from an English for Specific Purposes (ESP) approach (Belcher, 2004; Swales, 1985). Because this and similar communities have limited economic resources and less access to English teachers and classrooms, we focus on publicly available materials on the Internet. After a needs analysis, this article will focus on how YouTube videos can be used to develop and expand a corpus of materials for English acquisition to meet local needs. Specific attention will be paid to developing media literacy skills (Bloom & Johnston, 2010; Hobbs, 2010; Silverblatt, Miller, Smith, & Brown, 2014) as a way to further empower local teachers and students in their English language acquisition. The final purpose of this paper is to propose sustainable language development to support sustainable ecotourism and economic vitality.
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