• Maricor Aniban Balucanag, RPT. Boromarajonani College of Nursing Nakhon Lampang
  • Thaworn Lorga, Ph.D. Boromarajonani College of Nursing Nakhon Lampang
Keywords: Hidden Curriculum, Nursing College, English Language Learning


Hidden curriculum helps the learners in acquiring values, attitudes and knowledge more than what we expect from the formal curriculum. It is considered significant in language learning such as English because learners get to acquire the skill during their exposure to the hidden curriculum. Learners realize that the values, attitudes and skills they practice is the result of the unintended purpose of their exposure to the hidden curriculum. This paper identifies the hidden curriculum and distinguishes the support of it in English learning in Boromarajonani College of Nursing, Nakhon Lampang, Thailand. The methods were observations, documentation, face to face interview with 10 students & 4 teachers, and comparative analysis of data. There are seven hidden curriculums of the college appeared in the results. 1. Physical Environment which includes the visual (images) and the Auditory (sounds) 2. Teachers Role Modeling in English communication and use of English in subjects. 3. Peers Role Modeling and Influence. 4. The Hidden English Learning in Formal Curriculum in English subjects and non- English subjects. 5. Extra-curricular activities. 6. Exposures to academic and non-academic events using English medium. 7. Clinical and Community Placement Practicum. The results imply that the hidden curriculum of the college lacks support to stimulate the learners English skill due to lack of English integration. Educators, environment, activities, and even the formal curriculum play an important role in English learning. The authors recommend that hidden curriculum can be augmented in four ways. First, the environment must include more English words in the surroundings for more exposure of the students to the language. Second, educators must be a role model by trying their best to use the language during interactions with students. Third, formal curriculum must integrate English language in and outside the classroom. Lastly, the extra-curricular activities and non- academic events which involve English must be done continuously and variously.