This study was conducted to understand issues related to the current practice of English teacher education development in the Lao People’s Democratic Republic with a focus on reading. It recognizes that what pre-service teachers experience both prior to and during their teacher education are important and need to be understood if the goals of teacher education are to be achieved. Previous research found that pre-service teachers’ prior experiences of both reading and learning to read were mostly a matter of learning discrete language items rather than developing comprehension and critical reading, and that these experiences had shaped perceptions about how reading is taught. This study extends this understanding by investigating reading-related pedagogy on a teacher education programme. Its findings highlight a gap between an education policy that promotes communicative language teaching and classroom practice. Therefore, for the goals of policy to be realized in the language classroom, appropriate innovations are needed.

中文翻译：

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东南亚语言教师教育、阅读和课程变革：老挝的视角

本研究旨在了解与老挝人民民主共和国当前英语教师教育发展实践相关的问题，重点是阅读。它认识到职前教师在接受教师教育之前和接受教育期间的经历很重要，如果要实现教师教育的目标，就需要了解这些经验。先前的研究发现，职前教师在阅读和学习阅读方面的先前经验主要是学习离散的语言项目，而不是发展理解力和批判性阅读，并且这些经验塑造了对阅读教学方式的看法。本研究通过调查教师教育计划中与阅读相关的教学法来扩展这种理解。其调查结果突出了促进交际语言教学和课堂实践的教育政策之间的差距。因此，要在语言课堂中实现政策目标，就需要进行适当的创新。