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Thematische Bibliographien / Language and education Thailand

Auswahl der wissenschaftlichen Literatur zum Thema „Language and education Thailand“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 19. Februar 2022

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Dissertationen
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Buchteile
Konferenzberichte
Berichte der Organisationen

Zeitschriftenartikel zum Thema "Language and education Thailand":

1

Sukamolson, Suphat. „English Language Education Policy in Thailand“. Asian Englishes 1, Nr. 1 (Juni 1998): 68–91. http://dx.doi.org/10.1080/13488678.1998.10800995.

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2

Wongsothorn, Achara, Kulaporn Hiranburana und Supanee Chinnawongs. „English Language Teaching in Thailand Today“. Asia Pacific Journal of Education 22, Nr. 2 (Januar 2002): 107–16. http://dx.doi.org/10.1080/0218879020220210.

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3

Manomaiviboon, Prapin. „Chinese Language Teaching in Thailand“. MANUSYA 7, Nr. 3 (2004): 12–24. http://dx.doi.org/10.1163/26659077-00703003.

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This article is about the present day teaching and learning of Chinese in Thailand, particularly over the past seven to eight years. However, before dealing with the state of current teaching and learning, this article will present a concise historical version of Chinese language education in Thailand, so that readers will get a perspective and will be aware of diverse factors affecting Chinese teaching in the country.

4

Waree, Chaiwat. „Education Course Syllabus Development, Thai Language Major according to Buddhism Way of Thailand“. International Education Studies 9, Nr. 1 (29.12.2015): 123. http://dx.doi.org/10.5539/ies.v9n1p123.

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<p class="apa">This research aims to develop Education Course Syllabus, Thai language major, according to Buddhism way of Thailand by using Taba’s Approach and to evaluate the efficiency of Education Course Syllabus, Thai language major, according to Buddhism way of Thailand. This research was conducted according to research and development format and its operation was divided into 2 phases including: Phase 1: Education Course Syllabus Development, Thai language major, according to Buddhism way of Thailand; Phase 2: Evaluation on efficiency of Course Syllabus, Thai language major, according to Buddhism way of Thailand conducted by the expert. The results showed that the elements of Education Course Syllabus, Thai language major, according to Buddhism way of Thailand were as follows: syllabus principles and objectives, syllabus structure, educational management plan, course description, criteria, assessment, and Curriculum Quality Assurance. The result of the evaluation on efficiency of Course Syllabus, Thai language major, according to Buddhism way of Thailand conducted by the expert showed that the quality of this syllabus was, in overall, in the highest level at mean = 4.62 and S.D. = 0.42.</p>

5

JUNG Hwan-Seung. „The Korean Wave and Korean Language Education in Thailand“. 동남아연구 17, Nr. 1 (August 2007): 131–68. http://dx.doi.org/10.21485/hufsea.2007.17.1.006.

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6

Franz, Jens, und Adisa Teo. „‘A2 is Normal’ – Thai Secondary School English Teachers’ Encounters with the CEFR“. RELC Journal 49, Nr. 3 (17.11.2017): 322–38. http://dx.doi.org/10.1177/0033688217738816.

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Thailand has seen several English language curriculum reforms over the last 20 years, all of which were found to have failed to lift Thai students’ standard of English language proficiency across all levels of study. In 2014, the Thai Ministry of Education announced the introduction of the Common European Framework of Reference for Languages (CEFR), in combination with Communicative Language Teaching (CLT), as its latest policy to improve the standard of English learning and teaching in Thailand’s schools. The establishment of the ASEAN Economic Community (AEC) in 2015 and concerns about the economic competitiveness of the Thai labour force were provided as the underlying rationale for this policy change. This case study, using Grounded Theory Methodology combining semi-structured in-depth interviews, a questionnaire and document analysis, addresses the question of how this education policy change was experienced and perceived by English language teachers at state secondary schools across four provinces in the south of Thailand. A marked divergence in individual teachers’ knowledge and appreciation of the policy plans was observed, with the majority of respondents displaying indifference to and ignorance of the policy. The Ministry had in 2015 tested all civil servant English teachers in a CEFR-referenced online placement test, where 94% had failed to reach the targeted proficiency level of B2. Consequently, the framework was perceived primarily as an English proficiency test for teachers, a European assessment scale which had been applied to them, but which had had no further application to either classroom teaching or student assessment. These findings are framed in the wider context of curriculum reform and English language teaching in Thailand. Comparisons with other English curriculum reform policies based on the CEFR are made, and the emphasis on testing teachers’ language proficiency is reflected upon through the wider debate on language teacher proficiency.

7

Isnaniah, Siti, und Islahuddin. „Management of Indonesian Language Learning for Foreign Speakers (BIPA) at Islamic Religious Higher Education Institutions (PTKI) in Indonesia and Thailand“. Jurnal Pendidikan Islam 9, Nr. 1 (30.09.2020): 1–27. http://dx.doi.org/10.14421/jpi.2020.91.1-27.

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This study aims to compare the management of Indonesian language learning for foreign speakers (BIPA) at PTKI (Indonesian Language Education/TBI IAIN Surakarta) and the Indonesian Language Concentration (KBI) Department of Malay Language (JBM), Fatoni University (FTU), Thailand from the aspects of the curriculum, institutions, teaching materials, instructors, students, and methods. This study uses a descriptive-analytic method with a qualitative approach. Sources of data are informants (BIPA instructors; BIPA managers; managers of the Indonesian Language Program; Indonesian Language Concentration, Department of Malay Language, Fatoni University of Thailand, and Thai students). The results of the study show that teaching Indonesian abroad and domestically is successful because it is proven by the increasing pace of Indonesian language study by foreigners abroad. This has not only occurred at the institutional level of the BIPA program, but it has also led to majors, such as the Indonesian Language Concentration at the University of Malay Language Department. Fatoni Thailand. Meanwhile, the number of students in the PTKI Indonesian Language Program is increasing annually, and International students are increasingly interested in studying at the PTKI TBI Program. The increasing development of teaching Indonesian domestically and abroad requires ideal learning management (curriculum, instructors, institutions, students, teaching materials, and methods). TBI IAIN Surakarta and KBI JBM FTU Thailand appeared to successfully manage Indonesian language learning, although there are slight differences between the two. In terms of curriculum, instructors, institutions, students, teaching materials, and methods, learning Indonesian at TBI IAIN Surakarta is more comprehensive and ready. Therefore, intensive coordination between the two is needed because both are Islamic-based PTKIs to support the Indonesian language's internationalization by making Indonesian as the host in their own country and honored guests in other countries. This paper provides a broad view of BIPA learning management in Islamic higher education institutions in Southeast Asia because not many Islamic Higher Education Institutions in Southeast Asia have BIPA. Therefore, further studies are required on the developments (R & D) related to curriculum, instructors, institutions, students, teaching materials, and methods.

8

Schoonmaker, Cristina Penn. „Arts Education in Thailand: Why it Matters“. MANUSYA 17, Nr. 2 (2014): 1–16. http://dx.doi.org/10.1163/26659077-01702001.

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The humanities, especially the visual arts, are often neglected at Thai universities because they are perceived as rarely yielding tangible results. This paper aims to demonstrate that learning to decode and talk about a painting not only require high level cognitive, visual, and language skills, but also extensive contextual knowledge, which only a background in the humanities can offer. The author analyzes several works of art as well as discusses modern aesthetics to argue that the arts are an integral part of the human experience, and therefore, should be included in general education courses at the tertiary level.

9

Hayes, David. „Language education policy and practice in state education systems“. Language Teaching for Young Learners 2, Nr. 2 (08.07.2020): 240–61. http://dx.doi.org/10.1075/ltyl.19017.hay.

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Abstract This article considers the complexity of factors involved in developing foreign language educational policy, with a particular focus on English at the primary level, which fosters student achievement in state educational systems. It examines both those factors which underpin a successful education system in general (such as equitable provision for all socio-economic groups within the society) as well as factors which affect language teaching policy and practice for primary school learners in particular (such as a curriculum which offers teachers and children opportunities to engage in language use which is meaningful in their contexts). The status and training of highly skilled foreign language teachers for primary aged learners is also accorded due weight. Using case studies of English as a foreign language in the school systems of South Korea and Thailand, the article emphasizes the importance of policies which are appropriate to their educational and socio-cultural context and realistic objectives for young children’s early engagement with learning a foreign language if it is to be a positive experience in primary schools.

10

Foley, Joseph A. „English In…Thailand“. RELC Journal 36, Nr. 2 (August 2005): 223–34. http://dx.doi.org/10.1177/0033688205055578.

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Dissertationen zum Thema "Language and education Thailand":

1

Hart-Rawung, Pornpimon, und n/a. „Internationalising English language education in Thailand: English language program for Thai engineers“. RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.

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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.

2

Liando, Nihta V. F. „Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /“. Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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3

Khunnawut, Saowakhon. „English as a foreign Language in the Thai higher education context investigations into teaching and learning styles and strategies, and other factors“. Dresden TUDpress, 2009. http://d-nb.info/999730584/04.

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4

Kulsiri, Supanit, und n/a. „A Critical Analysis of the 2001 National Foreign Language Standards-Based Curriculum in the Thai School System“. University of Canberra. Education & Innovation, 2006. http://erl.canberra.edu.au./public/adt-AUC20070813.123324.

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The status of English language has increased over the years as a tool for international communication. The Thai government emphasises that English language education has now become part of the full driving force for national development. This research implies that in order to cultivate Thai learners of English to meet social demands, sound theoretical and coherent philosophical bases of curriculum are essential in the curriculum planning process. This research analyses the new official English language curriculum for the Thai school system: "English language learning strands and standards under Basic Education curriculum 2001" (English language standards-based curriculum, ESB Curriculum), which in 2001 was promulgated as the new official English language curriculum. This research reveals both the coherence and incoherence of the theoretical and philosophical bases of the Thai ESB curriculum, identifies strengths and weaknesses of the curriculum and makes recommendations for curriculum revision and curriculum development that could result in positive and effective changes in English language teaching and learning in Thailand. This thesis rests on the premise that principles underlying decisions made in curriculum planning will have a major impact on the effectiveness of the curriculum. It follows that difficulties with foreign language education nowadays are a consequence of the incoherence of philosophical, theoretical, and social bases of curriculum design. This research analyses the English language curriculum by asking questions about who was involved in the curriculum planning process and what were the decisionmaking mechanism and processes involved in its planning. The research is different from other research in curriculum studies in Thailand that aim only at curriculum implementation and evaluation. Three sources of data have contributed to the analysis of the curriculum: curriculum-related documents, interviews with the curriculum committees, and interviews and questionnaires with school teachers. The analysis has shown that (1) the curriculum was developed with input from numerous experts and various groups of stakeholders which affected the underlying principles, philosophical and theoretical bases of education and English language teaching and learning; (2) the theoretical and philosophical bases of the curriculum were found to be incoherent among curriculum elements; (3) the curriculum has problems at the level of meaning and this has led to the difficulty of conveying the philosophy of Thai education to the school level. The study has found that the incoherence of the theoretical underpinnings of the curriculum elements leads to misunderstanding, misinterpretation and misuse of the curriculum. The implication for future research is to stress a critical literacy approach to English language education and curriculum development. In this way, English language is seen as a language for empowerment, knowledge enhancement, social development and development of learners as a part of Globalisation and Information Age in the 2 lst Century as also stated in the Thai National Education Act 1999.

5

Wat-aksorn, Patchara. „Pedagogical factors and considerations that should be included in the decision-making process for delivery of an EFL/ESL program through distance learning in Thailand : a delphi study /“. free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9964008.

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6

Padermprach, Napapach. „The problems of English Language Education at the upper secondary level in Thailand : the perceptions of Thai EFL teachers and students in Bangkok“. Thesis, University of Warwick, 2017. http://wrap.warwick.ac.uk/99651/.

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This study seeks to investigate the problems of English language education in Thailand by exploring Thai EFL teachers’ and students’ perceptions at the upper secondary level. Nowadays, English language education is increasingly important in Thailand in a number of domains including professional advancement, expansion of the tourist industry, and high social status. Moreover, English is expected to be an official language among ASEAN countries. Therefore, the Thai government is trying to improve English language proficiency among Thai people. However, the problem is that, on national and international English language examinations, Thai learners have very low scores despite studying English for twelve years in primary and secondary schools. Through the literature review, the importance of exploring teachers and students’ perceptions was identified as crucial to an investigation of this phenomenon, together with an attempt to identify problems of English language education at various educational levels both in the global and Thai contexts. Most previous research utilised a top-down approach to explore context-specific problems and policymakers normally design top-down educational policies; however, the current research has expressly applied a bottom-up approach to investigate the problems of English language education at the upper secondary level in Thailand. This research took a case study approach, comprising in-depth interviews and focus group interviews. Sixteen Thai EFL teachers had in-depth interviews whereas focus group interviews were used with 10 groups of Thai EFL students. Furthermore, to broaden the data and to gain a more detailed perspective of the issues emerging from the first interview round, second interviews were also conducted with each of the 16 teachers and with 10 individual students, each of whom was randomly selected from each focus group. The data in this study were analysed using thematic analysis. Briefly, the findings suggested that the key problematic issues having influence on many other problems were mostly related to low teacher salaries, the ineffective nature of education curriculum and policy, and the prevalence of the English language examination. However, there were also some mismatches between teachers and students’ perceptions toward the problems of English language education in that teachers primarily focused on macro and micro problems whereas micro problems were mainly mentioned by students. Interestingly, apart from the expected problems which were similar to those from literature review, some problems were reported as emergent problems, which are unique in the Thai context.

7

Pongmussaya, Vittaya. „The development of computer assisted instruction on the world wide web to enhance English learning for Thai non-formal education students“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2024.

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The purpose of this project was to develop computer-assisted instruction (CAI) software on the world wide web (WWW). This project was an interactive English learning environment for Thai adult students at the Warin Chumrab District Non-Formal Education Center, Thailand. This project software followed the recommendation of a recent study by the center of education technology (CET) indicating that the favorite types of CAI among Thai adult students were tutorial and drill and practice. In this project students chose to learn from two types of lessons, either a tutorial or a drill and practice. The lessons were made interesting by the use of music, animation, and Java applets. Internet tools, such as discussion boards, email, and related educational hyperlinks were easily accessible from within this project. The review group consisted of 20 Thai adult students. The review group responded to a web survey after they had used this project software. The surveyed students stated that the drill and practice exercises, the tutorial and the internet tools enhanced their learning of English.

8

Dagoon, Jinky Lunaspe. „Reading fluency instruction in upper elementary international school classrooms“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2624.

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This project focuses on the importance of reading fluency, emphasizing its role in the construction of meaning and aiding in the overall comprehension process. Its components: accuracy, automaticity, and prosody are examined in relation to various activities that enhance each component. A sample curriculum is discussed.

9

Tantiniranat, Sutraphorn. „TESOL purposes and paradigms in an intercultural age : practitioner perspectives from a Thai university“. Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/tesol-purposes-and-paradigms-in-an-intercultural-age-practitioner-perspectives-from-a-thai-university(91d97b31-3147-4c8f-9e42-f98ff75189ca).html.

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Informed by, and seeking to contribute to, discussions about appropriate methodology (e.g. Holliday, 1994), my study as reported in this thesis was concerned with appropriacy of paradigms in TESOL (Teaching English to Speakers of Other Languages). It explored practitioner perspectives in Thai higher education (HE) in this era when English has become 'the' main international language for intercultural communication (IC). This linkage between English as an international language (EIL) and IC is evident in the strategy of the Association of South East Asian Nations (ASEAN) - of which Thailand was a founding member in 1967 - for greater economic, cultural and socio-political integration among its members. For practitioners like me, this regional strategic move in conjunction with Thai policies and curricular documentation raises questions about the appropriacy of the established practices of Teaching English as a Foreign Language (TEFL) in Thailand. My multi-method qualitative case study addressed such questions by exploring the perspectives of three Thai-national teachers of English working in a Thai public university regarding the purposes of, and assumptions underpinning, their teaching of English. As informed by an understanding of their perspectives, I then considered the possible influences which might have shaped these perspectives. The study identified the teachers' main purposes to be short-term, instrumental ones - i.e. for academic study and examination preparation purposes. As such, they tended not to attach much value to the teaching of the cultural dimension (i.e. the target culture of native English speakers [NESs], the students' home cultures and other cultures) or intercultural dimension (i.e. knowledge, skills and mindset needed for engaging people from differing cultural backgrounds). These purposes were underpinned by assumptions they held about the NES linguistic norms as testable norms in TEFL and Teaching English for Academic Purposes (TEAP). The teachers seemed unfamiliar with alternative paradigms - such as Teaching English as an International Language (TEIL) - that might align top-level policy statements and actual classroom practices. This unfamiliarity suggests the inadequacy of the teachers' educational and professional development experiences. The influences from their institution such as exams-oriented and English-medium academic agendas also had repercussions for the teachers' perspectives. Stepping back from the teachers' perspectives, my study suggested discourse inconsistencies across Thai HE regarding paradigms and purposes of TESOL. This situation is unhelpful vis-à-vis the ASEAN foregrounding of EIL for IC, and the consequent need, through TESOL, to prepare Thai students to engage in IC with people within and beyond ASEAN. My study has implications for a direction of change for TESOL in the Thai HE and possibly for similar contexts elsewhere. It offers some suggestions about teacher education that can be supportive of reorienting TESOL towards appropriate and purposeful paradigms.

10

Tangpijaikul, Montri. „The Thai university student's fine-tuning of discourse in academic essays and electronic bulletin boards performance and competence /“. Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/73139.

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Thesis (DAppLing)--Macquarie University, Faculty of Human Sciences, Dept. of Linguistics, 2009.
Bibliography: p. 208-233.
Introduction -- Conceptual frameworks: language competence and the acquisition of modality -- Generic frameworks: speech, writing and electronic communication -- Linguistic frameworks: modality and related concepts -- Research design and methodologies -- FTDs in the ACAD and BB corpora -- Learner's use of FTDs in discoursal context and their individual repertoires -- Conclusions and implications.
While natural interaction is one of the important components that lead to successful language learning (Vygotsky 1978, 1986), communication in classroom practice in Thailand is mostly teacher-centered and not genuinely interactive. Online group communication is different because it allows learners to exercise interpersonal communicative skills through interaction and meaning negotiation, as in reciprocal speech situations. At the same time it gives learners time to think and produce language without having to face the kind of pressure they feel in face-to-face classroom discussion. The language learner's competence is thus likely to be enhanced by opportunities to communicate online, and to be more visible there than in academic contexts, although there is a dearth of experimental research to show this. One way of investigating the pedagogical potential of bulletin board discussions is to focus on the interpersonal linguistic devices used in textual interactions (Biber 1988). -- The purpose of this research is to find out whether students communicating online in bulletin board writing will exercise their repertoires of linguistic fine-tuning devices (hedges, modals, and intensifiers) more extensively than when writing academic essays. This was expected because hedges, modals and intensifiers are likely to be found in interactive discussions (Holmes 1983), while academic tasks do not create such an environment. Though hedges and modal devices are also found in academic genres (Salager-Meyer 1994, Hyland 1998), those used tend to be academic in function rather than communicative. -- In order to compare the frequency and variety of the fine-tuning devices used by learners in the two mediums, data was gathered from 39 Thai students of English at Kasetsart University, from (1) their discussions in online bulletin boards and (2) their academic essays. Tasks were assigned on parallel topics in three text types (narrative, explanatory, argumentative) for both mediums. The amount of writing was normalized to create comparable text lengths. Measures used in the quantitative analysis included tallying of the types and tokens of the experimental linguistic items, with the help of the AntConc 2007 computer concordancer. Samples of written texts from the two mediums were also analyzed qualitatively and compared in terms of their discourse structure (stages, moves and speech acts), to see which functional segments support or prompt particular types of pragmatic devices. -- The findings confirm that in electronic bulletin boards the students exercise their repertoires of fine-tuning devices more frequently, and use a greater variety of pragmatic functions than in academic essays. This is probably because online discussion fosters interactions that are more typical of speech (Crystal 2006), and its structure allows for a series of interpersonal moves which have no place in academic tasks. Text-type also emerged as a significant factor: writing argumentative texts prompted greater use of modals and intensifiers than the narrative and explanatory ones. Thus students' communicative competence showed itself most fully in the argumentative online assignments, and was not so evident in academic and expository essays. Frequent use of modal and intensifying elements was also found to correlate with the students' English proficiency grades, and how regularly they wrote online. This incidentally shows the importance of exposure to L2 in language acquisition, and that lower-proficiency learners need more opportunities to exercise their L2 resources in interactive discourse, in order to develop competence in using them. -- These research findings support Long's (1996) 'Interaction Hypothesis', that learners learn best in situations that cater for interaction; and Swain's (1985) 'Output Hypothesis', that learners need the chance to exercise their language naturally in a variety of contexts -through academic tasks as well as social interactions, which are equally important for language education. Extended performance opportunities undoubtedly feed back into the learner's communicative competence.
Mode of access: World Wide Web.
xi, 389 p. ill

Mehr Quellen

Bücher zum Thema "Language and education Thailand":

1

Darasawang, Pornapit. Innovation in language learning and teaching: The case of Thailand. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2015.

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2

Inglis, Christine. Education in Southeast Asia: A select bibliography of English language materials on education in Indonesia, Malaysia, Philippines, Singapore and Thailand 1945-1983. Aldershot: Gower, 1985.

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Inglis, Christine. Education in Southeast Asia: A select bibliography of English language materials on education in Indonesia, Malaysia, Philippines, Singapore, and Thailand, 1945-1983. Aldershot, Hants, England: Gower Pub. Co., 1985.

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4

Matsui, Yoshikazu. Tai ni okeru nihongo kyōiku: Sono kiban to seisei to hatten = Japanese language education in Thailand : its background, situations and a history of its development. Tōkyō: Kinseisha, 1999.

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5

Jennings, Gary. Teaching guide for Asia and beyond: Language games and survival tips for Korea, Japan, Taiwan, Thailand, Vietnam and China. Calgary: B.A. Cass Pub., 1997.

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6

Pholsward, Ruja. The testing of reading comprehension in English for academic purposes: A case study of economics students in Thailand. Ottawa: National Library of Canada, 1985.

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7

Fry, Gerald W., Hrsg. Education in Thailand. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7857-6.

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8

Trappes-Lomax, Hugh, und Gibson Ferguson, Hrsg. Language in Language Teacher Education. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.

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9

Halliday, M. A. K. Language and education. London: Continuum, 2007.

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10

Elnashar, Narymane A. Language, culture & education. Cairo: Anglo-Egyptian Bookshop, 1988.

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Buchteile zum Thema "Language and education Thailand":

1

Draper, John. „Language education policy in Thailand“. In The Routledge International Handbook of Language Education Policy in Asia, 229–42. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315666235-16.

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2

Kosonen, Kimmo, und Kirk R. Person. „Languages, Identities and Education in Thailand“. In Language, Education and Nation-building, 200–231. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137455536_11.

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Kaur, Amrita, David Young und Robert Kirkpatrick. „English Education Policy in Thailand: Why the Poor Results?“ In Language Policy, 345–61. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-22464-0_16.

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4

Premsrirat, Suwilai, und Kirk R. Person. „Education in Thailand’s Ethnic Languages: Reflections on a Decade of Mother Tongue-Based Multilingual Education Policy and Practice“. In Education in Thailand, 393–408. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7857-6_15.

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Kosonen, Kimmo. „The Use of Non-Dominant Languages in Education in Cambodia, Thailand and Vietnam“. In Language Issues in Comparative Education, 39–58. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-218-1_3.

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6

Kosonen, Kimmo. „Vernaculars in Literacy and Basic Education in Cambodia, Laos and Thailand“. In Language Planning and Policy: Issues in Language Planning and Literacy, herausgegeben von Anthony J. Liddicoat, 122–42. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781853599781-010.

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7

Waters, Alan. „Innovation in Teacher Education in Thailand: The KMUTT MA Programme“. In Innovation in Language Learning and Teaching, 29–42. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137449757_3.

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Todd, Richard Watson. „National-Level Educational Innovations in Thailand“. In Innovation in Language Learning and Teaching, 15–28. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137449757_2.

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Niyom, Prapapat. „Thai Alternative Education“. In Education in Thailand, 651–76. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7857-6_26.

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Siribanpitak, Pruet. „Redesigning Teacher Education“. In Education in Thailand, 461–76. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7857-6_18.

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Konferenzberichte zum Thema "Language and education Thailand":

1

Jehwae, Phaosan, und Mahamatsakree Manyunu. „Problems of Malay Language Education in Patani Southern Thailand“. In Proceedings of The 1st EAI Bukittinggi International Conference on Education, BICED 2019, 17-18 October, 2019, Bukititinggi, West Sumatera, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.17-10-2019.2289738.

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2

Wasuntarasophit, Sukhum, Kulthida Tuamsuk und Rattana Chantao. „ENGLISH LANGUAGE TEACHING MANAGEMENT AT THE BASIC EDUCATION LEVEL IN THAILAND“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0604.

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Suryani, Ina, Faharol Zubir, Norlizawati Ghazali, Sharifah Anis Zarith und Nuradila Hakimi. „THE USE OF NATIVE LANGUAGE COMPARED TO THE USE OF ENGLISH IN MALAYSIA – THAILAND SOFTSKILL PROGRAM ACTIVITIES“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1704.

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Kusmiatun, Ari. „BIPA Teachers’ and Learners’ Perspective on Indonesia-Thailand Culture Parities“. In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2294956.

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Vong, Meng. „Southeast Asia: Linguistic Perspectives“. In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.10-2.

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Annotation:

Southeast Asia (SEA) is not only rich in multicultural areas but also rich in multilingual nations with the population of more than 624 million and more than 1,253 languages (Ethnologue 2015). With the cultural uniqueness of each country, this region also accords each national languages with language planning and political management. This strategy brings a challenges to SEA and can lead to conflicts among other ethnic groups, largely owing to leadership. The ethnic conflicts of SEA bring controversy between governments and minorities, such as the ethnic conflict in Aceh, Indonesia, the Muslim population of the south Thailand, and the Bangsa Moro of Mindanao, of the Philippines. The objective of this paper is to investigate the characteristics of the linguistic perspectives of SEA. This research examines two main problems. First, this paper investigates the linguistic area which refers to a geographical area in which genetically unrelated languages have come to share many linguistic features as a result of long mutual influence. The SEA has been called a linguistic area because languages share many features in common such as lexical tone, classifiers, serial verbs, verb-final items, prepositions, and noun-adjective order. SEA consists of five language families such as Austronesian, Mon-Khmer, Sino-Tibetan, Tai-Kadai, and Hmong-Mien. Second, this paper also examines why each nation of SEA takes one language to become the national language of the nation. The National language plays an important role in the educational system because some nations take the same languages as a national language—the Malay language in the case of Brunei, Indonesia, Malaysia, and Singapore. The research method of this paper is to apply comparative method to find out the linguistic features of the languages of SEA in terms of phonology, morphology, and grammar.

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Duan, Zhaoyang. „Study on the Similarities and Differences of Chinese Culture and Thai Culture from the Euphemism of “Death” in China and Thailand“. In 7th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.363.

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Tawandorloh, Mr, und Islahuddin Islahuddin. „The Effectiveness of BIPA Learning at Students of Indonesian Concentration Department, Fatoni University, Thailand“. In Proceedings of the 2nd Konferensi BIPA Tahunan by Postgraduate Program of Javanese Literature and Language Education in Collaboration with Association of Indonesian Language and Literature Lecturers, KEBIPAAN, 9 November, 2019, Surakarta, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.9-11-2019.2295051.

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Pratami, Yustika Rahmawati, und Nurul Kurniati. „Sex Education Strategy for Adolescents: A Scoping Review“. In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.27.

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Background: Comprehensive Sexuality Education (CSE) plays an important role in preparing safe and productive lives of adolescents through understanding about HIV/ AIDS, sexually transmitted infections, unintended pregnancy, gender-based violence, and gender disparity. This scoping review aimed to investigate the appropriate method of sex education and information for adolescents. Subjects and Method: A scoping review method was conducted in eight stages including (1) Identification of study problems; (2) Determining priority problem and study question; (3) Determining framework; (4) Literature searching; (5) Article selection; (6) Critical appraisal; (7) Data extraction; and (8) Mapping. The research question was identified using population, exposure, and outcome(s) (PEOS) framework. The search included PubMed, ScienceDirect, Wiley Online Library, ProQuest, and EBSCO databases. The inclusion criteria were English-language and full-text articles published between 2009 and 2019. A total of 460 articles was obtained from the searched database. After the review process, twenty articles were eligible for this review. The data were reported by the PRISMA flow chart. Results: Eleven articles from developing countries (Nigeria, Thailand, Iran, California, Vietnam, Spain, South Africa, Indonesia) and nine articles from developed countries (USA, England, Australia) met the inclusion criteria with quantitative (cross-sectional, quasi-experiments, cohort, RCT) and qualitative design studies. The findings discussed available sources of sex education for adolescents including peers, school, media, and other adults. Digital media (internet and TV) contributed as preferable sources for adolescents. The parents and teacher’s involvement in providing sex education remained inadequate. Inappropriate sources of sex education like invalid information from the internet and other adults caused negative consequences on the sexual and reproductive health of children and adolescents. Conclusion: Parents-school partnership strategies play an important role in delivering appropriate information about sex education for children and adolescents. Keywords: digital media, sex education, parents, schools, adolescents Correspondence: Yustika Rahmawati Pratami. Jl. Siliwangi No. 63, Nogotirto, Gamping, Sleman, Yogyakarta, 55292. Email: yustikarahmawati068@gmail.com. Mobile: +6282198915596. DOI: https://doi.org/10.26911/the7thicph.02.27

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Duan, Zhaoyang. „The Concrete Embodiment of Hierarchy in Thailand’s Society and Its Analysis“. In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.263.

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Vibulpatanavong, Kanokporn. „Inclusive Education in Thailand“. In International Conference of Early Childhood Education (ICECE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icece-17.2018.16.

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Berichte der Organisationen zum Thema "Language and education Thailand":

1

Hice, Chelsey. English Education In Thailand and Singapore: Differences in English Education, Use and Identity. Portland State University Library, Januar 2016. http://dx.doi.org/10.15760/honors.310.

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2

Harrison, George C. Research, Development, Training and Education Using the Ada Programming Language. Fort Belvoir, VA: Defense Technical Information Center, Juli 1989. http://dx.doi.org/10.21236/ada210760.

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3

Tilson, John. Manipulation or education? : symbolic language, belief system and the Truman Doctrine. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5565.

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Alrich, Amy A., Claudio C. Biltoc, Ashley-Louise N. Bybee, Lawrence B. Morton, Richard H. White, Robert A. Zirkle, Jessica L. Knight und Joseph F. Adams. The Infusion of Language, Regional, and Cultural Content into Military Education: Status Report. Fort Belvoir, VA: Defense Technical Information Center, Januar 2011. http://dx.doi.org/10.21236/ada562774.

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Asakura, Naomi. Language Policy and Bilingual Education for Immigrant Students at Public Schools in Japan. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2516.

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Murray, Nancy. Developing a Language in Education Policy for Post-apartheid South Africa: A Case Study. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7218.

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Schoettler, Sarah. STEM Education in the Foreign Language Classroom with Special Attention to the L2 German Classroom. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2310.

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Yoshii, Ruri. Language Skill Development in Japanese Kokugo Education: Analysis of the Television Program Wakaru Kokugo Yomikaki No Tsubo. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2073.

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DuBois, Elizabeth. The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.5522.

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Lin, Shaojuan. Foreign Language Teaching in U.S. Higher Education Classrooms: An Investigation of the Relationship between Teacher Pedagogical Beliefs and Classroom Teaching. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.283.

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