Inclusion of Bhutanese folk culture in the B.Ed Primary English modules and the upper primary school English curriculum: A comparative study

Abstract

This study was conducted to find out if there was any congruity in terms of the inclusion of Bhutanese folk culture in the English modules of the B. Ed (Pry) programme and the English textbooks of classes IV – VI. The study also examined the perceptions of English lecturers of the two teacher training colleges (Paro and Samtse), B. Ed (Pry) pre-service teachers, primary school English teachers and students from classes IV – VI with regard to the inclusion of Bhutanese folk culture in the English syllabuses. The study adopted the mixed methods approach. Some of the key findings of the study revealed that neither the English modules of the B. Ed (Pry) programme nor the primary school English syllabuses from classes IV – VI included much of Bhutanese folk culture. The findings also indicated that English lecturers, B. Ed (Pry) pre-service teachers, primary school English teachers, and primary school students welcomed the inclusion of Bhutanese folk culture in the English curricula at the B. Ed (Pry) programme and at the primary school English curriculum.