Relevant bibliographies by topics / Language and languages Thailand

Academic literature on the topic 'Language and languages Thailand'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Language and languages Thailand"

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Bradley, David. "Language reclamation strategies." Linguistics of the Tibeto-Burman Area 38, no. 2 (December 31, 2015): 166–86. http://dx.doi.org/10.1075/ltba.38.2.01bra.

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Language endangerment confronts many Tibeto-Burman (TB) languages. This paper provides a general typology of methods for reclaiming such languages, using TB examples where possible, and discusses the problems which may arise. This is followed by a case study of one such endangered language, Gong in Thailand, and attempts for its reclamation.
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Jaafar, Mohammad Fadzeli, Norsimah Mat Awal, Mohammed Azlan Mis, and Norhayati Lateh. "The patterns of language choice at the border of Malaysia-Thailand." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 176. http://dx.doi.org/10.17509/ijal.v5i2.1342.

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Any activities conducted at the boundary area between countries will only be successful if the community of speakers has mutual understanding in terms of language, especially those involving business. This study focuses on a community in the northern part of Malaysia near the Thailand border where majority of people are bilingual in Malay and Thai. This study aims to investigate the patterns of language used by speakers in the Malaysia-Thailand border, in the context of language maintenance and language shift. Both countries use different languages; with Malaysians use Malay and the Thais use Thai language. In this cross-border context, activities pertaining to business, visit or personal matters will have an impact on the development of the two languages. This study presents the findings on the language choice from a survey involving 202 respondents that was conducted in two border towns at the Malaysia-Thailand border, namely Rantau Panjang (Malaysian side) and Golok (Thailand side). By utilizing the domain concept that was introduced by Fishman (1972), this study focuses on two domains namely, business and family. In addition to the questionnaire, participant observations and interviews were also conducted as supplements. The data on the patterns of language choice were analyzed statistically. The findings show that although Malaysians and Thais speak two different languages, Kelantanese dialect, which is a variety of the standard Malay, was the most dominant language at the border. This study also found that age was a significant factor in determining the patterns of language use. The younger generations were using Kelantanese dialect and Thai language in domains where older people would only use Kelantanese dialect. This points to the occurrence of language shift at the border. However, the community at the Thai side of the border tends to choose Kelantanese dialect in their daily activities, which seems to indicate language maintenance in this area. These findings suggest that language can serve as a marker of identity, especially for those communities in Golok as most of them are originally from Malaysia. Finally, this study has contributed empirical data on language usage at the Malaysia-Thailand border.
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Kosonen, Kimmo. "Literacy in Local Languages in Thailand: Language Maintenance in a Globalised World1." International Journal of Bilingual Education and Bilingualism 11, no. 2 (March 2008): 170–88. http://dx.doi.org/10.2167/beb492.0.

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Na Songkhla, Angsana, and Ilangko Subramaniam. "Consonant Changes in Words Borrowed From Sanskrit to Thai and Patani Malay." International Journal of Linguistics 13, no. 5 (October 8, 2021): 92. http://dx.doi.org/10.5296/ijl.v13i5.18957.

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Southeast Asia was under Indian influence for more than a thousand years so that the traces of Indian civilization can be determined from a lot of evidence. The entry of Indian civilization in this region has shown that Sanskrit has merged with Thai, the national language of Thailand, and Patani Malay, the mother tongue language of Thai Malays who live in the deep south of Thailand. Borrowing is a process of language contact and language change that can happen in all languages and is not limited to borrow in the same language family or the same type of language. All of them belong to different family trees. Sanskrit is a member of the Indo-European language family, whereas the Thai language is accepted to Tai-Kadai and Patani Malay belongs to the Austronesian language family. This study aims to study consonant changes of shared Sanskrit loanwords in Thai and Patani Malay. This research employed qualitative methodology. Data were collected from documentaries. The findings showed that changes in consonant phonemes occurred in both languages according to phonological adaptations such as deletion, insertion, voicing, devoicing, and substitution.
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Munirah, Y. "Preserving Ethnic Identity through Native Language and Religion: A Case Study of the Malay-Muslims in Southern Thailand." global journal al thaqafah 8, no. 1 (July 31, 2018): 57–71. http://dx.doi.org/10.7187/gjat072018-5.

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The Malay language as an ethnic minority language for the Malay-Muslims in southern Thailand appears to have a religious meaning besides its cultural and ethnic significance indications. In a context of language contact like the one in Thailand, minority languages of ethnic groups are prone to change, attrition, and loss. The studies reviewed provide rich data illustrating an interdependent relationship between language and identity. The maintenance of an ethnic minority language plays a vital role in the maintenance of ethnicity, cultural identification, and religious conventions for many communities and vice versa. Therefore, this paper is an attempt to discuss how Malay as a native language and Islam as a religion are two main factors to preserve and sustain the Malay ethnic identity among the Malay Muslims of southern Thailand. It is important to examine the experiences, thoughts, and feelings of Malay Muslims about their native language and to observe whether Malay and Thai have different functions and context status from each other in their lives.
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Jaraisy, Marah, and Rose Stamp. "The Vulnerability of Emerging Sign Languages: (E)merging Sign Languages?" Languages 7, no. 1 (February 24, 2022): 49. http://dx.doi.org/10.3390/languages7010049.

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Emerging sign languages offer linguists an opportunity to observe language emergence in real time, far beyond the capabilities of spoken language studies. Sign languages can emerge in different social circumstances—some in larger heterogeneous communities, while others in smaller and more homogeneous communities. Often, examples of the latter, such as Ban Khor Sign Language (in Thailand), Al Sayyid Bedouin Sign Language (in Israel), and Mardin Sign Language (in Turkey), arise in communities with a high incidence of hereditary deafness. Traditionally, these communities were in limited contact with the wider deaf community in the region, and so the local sign language remained relatively uninfluenced by the surrounding signed language(s). Yet, in recent years, changes in education, mobility, and social communication patterns have resulted in increased interaction between sign languages. Rather than undergoing language emergence, these sign languages are now facing a state of “mergence” with the majority sign language used by the wider deaf community. This study focuses on the language contact situation between two sign languages in Kufr Qassem, Israel. In the current situation, third-generation deaf signers in Kufr Qassem are exposed to the local sign language, Kufr Qassem Sign Language (KQSL), and the dominant sign language of the wider Israeli deaf community, Israeli Sign Language (ISL), both of which emerged around 90 years ago. In the current study, we analyzed the signing of twelve deaf sign-bilinguals from Kufr Qassem whilst they engaged in a semi-spontaneous task in three language conditions: (1) with another bilingual signer, (2) with a monolingual KQSL signer, and (3) with a monolingual ISL signer. The results demonstrate that KQSL-ISL sign-bilinguals show a preference for ISL in all conditions, even when paired with a monolingual KQSL signer. We conclude that the degree of language shift in Kufr Qassem is considerable. KQSL may be endangered due to the risk of social and linguistic mergence of the KQSL community with the ISL community in the near future.
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Prasithrathsint, Amara, Kusuma Thongniam, and Pimpat Chumkaew. "The Use of English and the National Language on the Radio in asean Countries." Manusya: Journal of Humanities 22, no. 3 (December 9, 2019): 261–88. http://dx.doi.org/10.1163/26659077-02203001.

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The purpose of the present study is to examine language choice on the radio in asean countries. The focus is on English and national languages, the two most important languages in those countries. A review of related past studies did not provide an answer to the question that we were interested in; i.e., which language is chosen for radio broadcasts in asean countries between the national language, which is the language most people understand and signifies national identity, and English, which is the lingua franca of the region and an international language? Data was taken from a sample of programs broadcast by radio stations in the ten asean countries. The results show that Singapore ranks the highest in using English in broadcasting (50% of all the programs), while Laos, Cambodia, Myanmar and Vietnam rank the lowest in using English (0%) but highest in using their national languages (100%). Code-switching between the countries’ national languages and English is found in five countries listed from highest to lowest as: the Philippines, Singapore, Brunei, Indonesia and Thailand. Code-switching is absent in Malaysia, Myanmar, Cambodia, Laos and Vietnam. We conclude that despite the importance of English in the asean community, most asean countries prefer to use their national languages in radio broadcasting.
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Ulfa, Siti Mariana. "INDONESIA LANGUAGE INTERFERENCE FORM IN BASIC PPL LEARNING THAILAND UNHASY COLLEGE SYUDENTS." SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia 8, no. 2 (June 29, 2020): 38. http://dx.doi.org/10.32682/sastranesia.v8i2.1438.

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AbstractHumans on earth need social interaction with others. Humans can use more than one language in communication. Thus, the impact that arises when the use of one or more languages is the contact between languages. One obvious form of contact between languages is interference. Interference can occur at all levels of life. As in this study, namely Indonesian Language Interference in Learning PPL Basic Thailand Unhasy Students. This study contains the form of interference that occurs in Thai students who are conducting teaching practices in the classroom. This type of research is descriptive qualitative research that seeks to describe any interference that occurs in the speech of Thai students when teaching practice. Data collection methods in this study are (1) observation techniques, (2) audio-visual recording techniques using CCTV and (3) recording techniques, by recording all data that has been obtained. Whereas the data wetness uses, (1) data triangulation, (2) improvement in perseverance and (3) peer review through discussion. Data analysis techniques in this study are (1) data collection, (2) data reduction, (3) data presentation and (4) conclusions. It can be seen that the interference that occurs includes (1) interference in phonological systems, (2) interference in morphological systems and (3) interference in syntactic systems.
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Akharawatthanakun, Phinnarat. "Tonal Variations and Changes in a Language Mixture Area : A Case Study of Northeastern Thailand (ISAN)." MANUSYA 5, no. 2 (2002): 30–51. http://dx.doi.org/10.1163/26659077-00502004.

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In northeastern Thailand or "Isan"; Lao, otherwise known as the northeastern Thai dialect, is used as a lingua franca by people living in the area, in which minority ethnic groups are scattered. Some of the ethnic groups speak Tai dialects/languages, such as the Nyo, Phuthai, Saek, Kaloeng, Yoi, as well as others. When tonal languages belonging to the same language family are spoken in an area with the respective speakers in constant contact, it is worthwhile to investigate to what extent their tonal systems and tonal characteristics have influenced each other. To achieve this, the earliest available literature has been examined to obtain what appear to be prototypical tonal systems for the three languages. The specific goal, then, was to determine how well these prototypes have been preserved in a region of high language contact.
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Dunn, Michael, Niclas Burenhult, Nicole Kruspe, Sylvia Tufvesson, and Neele Becker. "Aslian linguistic prehistory." Diachronica 28, no. 3 (October 5, 2011): 291–323. http://dx.doi.org/10.1075/dia.28.3.01dun.

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This paper analyzes newly collected lexical data from 26 languages of the Aslian subgroup of the Austroasiatic language family using computational phylogenetic methods. We show the most likely topology of the Aslian family tree, discuss rooting and external relationships to other Austroasiatic languages, and investigate differences in the rates of diversification of different branches. Evidence is given supporting the classification of Jah Hut as a fourth top level subgroup of the family. The phylogenetic positions of known geographic and linguistic outlier languages are clarified, and the relationships of the little studied Aslian languages of Southern Thailand to the rest of the family are explored.
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Dissertations / Theses on the topic "Language and languages Thailand"

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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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Hart-Rawung, Pornpimon, and 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.
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Maiklad, Chamaipak. "The beliefs and practices of Thai English language teachers." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367985.

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Mudmarn, Saynee. "Language use and loyalty among the Muslim-Malays of southern Thailand." [S.l. : s.n.], 1988. http://catalog.hathitrust.org/api/volumes/oclc/65091316.html.

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Siridetkoon, Pitchayapa. "Motivation, anxiety and international posture of multiple language learners in Thailand." Thesis, Birkbeck (University of London), 2015. http://bbktheses.da.ulcc.ac.uk/157/.

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This study explored motivation of Thai students who simultaneously studied English and additional L3s (Chinese, Japanese and Korean) in language specialist majors and in English-medium business majors in a Thai university, using Dörnyei’s (2005, 2009) L2 motivational self system and Ushioda’s (2009) person-in-context relational system. Foreign Language Anxiety (FLA) and International Posture (IP) are also investigated in order to find the dynamic interplay between these closely linked variables. The study consists of three parts: 1) a quantitative cross-sectional study with students from year 1to year 4 (N = 356), 2) retrospective interview of 14 students who were studying different languages, and 3) longitudinal case studies of five students over three years. It sheds light on the topic of motivations of multiple language learners across languages and in different learning environments. The findings show that while the increasing importance of English threatened learners’ motivation to study other foreign languages as found in previous research (e.g., Dörnyei et al., 2002, 2006; Henry 2010, 2012), the predominance of English also encourages students to study other languages. International posture was found to link to motivation to learn foreign languages other than English, while FLA does not correlate to IP at all. For both language specialist and English-medium business students, their motivation was mainly generated by immediate need and future use of that particular language.
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Tungtang, Paradee. "Shakespeare in Thailand." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/36865/.

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Unlike most Asian nations to which Shakespeare was imported with the colonizers during the mid-1800s to impose Western literary culture on the colonized, in the case of Thailand, it is the other way round. Thailand (or Siam as it was called then) managed to escape colonization by Western powers, but during this politically unstable period, Siam felt the urgent need to westernize the country. A period of intensive westernization thus began. Shakespeare arrived as one of several significant elements of the nation’s self-westernization in literary education. In 1916, the name of Shakespeare became widely known in Siam as one of his plays, The Merchant of Venice, was translated by King Vajiravudh (1881-1925), who is highly regarded as a prolific dramatist and all-around man of letters in the country. The King himself initiated Western literary translation by translating three plays by Shakespeare, namely The Merchant of Venice (1916), As You Like It (1921), and Romeo and Juliet (1922), and also by adapting Shakespeare’s Othello (1925) into a Siamese conventional dance drama playtext. Although there were some other attempts before and after the King to translate Shakespeare, none of them has been successful in leaving a memorable impact in Thai literary circles as much as the King’s version. Translating and staging Shakespeare’s works in Thailand became rare, practised only within a small circle of literary scholars. During the first few decades of the twentieth century, there have been a handful of attempts to translate and stage Shakespearean plays by commercial Thai theatre practitioners. To stage Shakespeare’s plays in Thailand especially in a contemporary context, most production teams have encountered a similar difficulty, that of bridging the gap to bring Shakespeare to Thai popular audiences who embrace different backgrounds in dramatic practice and aesthetics. The main purposes of this study are, therefore, to examine how Shakespeare has been translated, staged, and received by Thai readers and audiences from the late nineteenth century when Shakespeare was introduced in Siam until today, and to locate his influences and impact on Thai literary and theatrical culture. This study is designed to shed light on the history of Thai translations of Shakespeare and also to provide an analysis of the translation strategies adopted by early Thai translators to domesticate Shakespeare into the Thai context. So the thesis examines the process of text appropriation and domestication adopted by Thai translators and theatre practitioners to make Shakespeare accessible to Thai readers and popular audiences. The use of Shakespeare’s plots and allusions to Shakespeare’s plays in contemporary Thai television soap operas is also another main focus of the study. This study also suggests that the domestication process applied to Shakespeare both in translation and in staging is influenced by the changes in the social, political and aesthetic contexts of each different period; furthermore, the process of domestication obviously becomes less problematic the further the country moves towards westernization.
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CHUA, MORITA Liang. "Three Core Values (Religion, Family and Language) of the Chinese in Thailand." 名古屋大学大学院国際言語文化研究科, 2005. http://hdl.handle.net/2237/19728.

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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.
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Woranoot, Triwichitkasem Thomas Clayton F. "Teachers' concerns about the innovation of teaching EFL in a private boys school in Thailand." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9521345.

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Thesis (Ph. D.)--Illinois State University, 1994.
Title from title page screen, viewed April 17, 2006. Dissertation Committee: Clayton Thomas (chair), Kenneth Strand, Bruce Hawkins, Rodney Riegle. Includes bibliographical references (leaves 113-121) and abstract. Also available in print.
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Noytim, Usa. "The impact of the Internet on English language teaching: a case study at a Thai Rajabhat University." University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/384.

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This research was conducted in the English Department of a provincial Thai university. It seeks to address the tension between the priority accorded to English by the Thai government and the relatively low levels of English of most Thai people. The study investigates the potential of the Internet to support students’ English language development, in particular the capacity of the Internet to support students’ English reading development. The research was located in Central Thailand at Nakhon Pathom Rajabhat University (NPRU), my own work place. Here I investigated students’ Internet practices and the potential offered by one English language program that incorporated use of the Internet. My focus on this one program enabled me to address questions about my own teaching practices, and about the implications of incorporating the Internet for program design and teaching. The research itself was conducted in two stages. Stage One was an ethnographic investigation of students’ current Internet practices, both in and out of University. Outcomes from Stage One then informed the development of an English language program that incorporated extensive use of the Internet. This program was implemented and evaluated in Stage Two of the research. Outcomes from Stage One of the research revealed that the University students had low overall levels of Internet use, low levels of computer and Internet skills, but generally high levels of interest and enthusiasm, and a belief that the Internet could play a positive role in supporting English language learning. Outcomes from Stage Two confirmed that the Internet was potentially a powerful resource for teaching English. However, they also showed that if the Internet was incorporated fully into a program, rather than simply tacked onto a traditional program, then a major rethinking of program design and pedagogical practices was necessary. The implications of such changes in program design and teaching are addressed in the thesis.
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Books on the topic "Language and languages Thailand"

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R, Davies John. Thailand: A hilltribe phrase book. [Salisbury, Wiltshire, England: Footloose Books, 1990.

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author, Reinders Hayo, ed. Innovation in language learning and teaching: The case of Thailand. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2015.

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Linguistic diversity and national unity: Language ecology in Thailand. Chicago: University of Chicago Press, 1994.

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Nahhas, Ramzi W. Sociolinguistic survey of Lawa in Thailand. Chiang Mai, Thailand: Survey Unit, Department of Linguistics, Faculty of Humanities, Payap University, 2007.

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Gedney, William J. Selected papers on comprative Tai studies. [Ann Arbor, MI]: Center for South and Southeast Asian Studies, The University of Michigan, 1989.

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Gedney, William J. Selected papers on comparative Tai studies. Ann Arbor, Mich., USA: Center for South and Southeast Asian Studies, University of Michigan, 1989.

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Thai sex talk: The language of sex and sexuality in Thailand. Chiang Mai, Thailand: Mekong Press, 2012.

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Chāt, Thailand Hō̜samut hǣng. Bibliography of books on Thailand in western languages: Ayuthya period : National Library of Thailand's holding. Bangkok, Thailand: National Library of Thailand, Fine Arts Dept., 1989.

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Thīangbūranatham, Wit. Dictionary of drugs and new drugs in Thailand. 3rd ed. Kō̜thō̜mō̜. [i.e. Krung Thēp Mahā Nakhō̜n]: Rūamsān (1977), 2004.

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Rattanakun, Suriyā. Photčhanānukrom phāsā Lawā-Thai =: Lawa-Thai dictionary. Nakhonpathom, Thailand: Sathāban Wičhai Phāsā læ Watthanatham phư̄a Phatthanā Chonnabot, Mahāwitthayālai Mahidon, 1986.

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Book chapters on the topic "Language and languages Thailand"

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Kosonen, Kimmo, and 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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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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Kaur, Amrita, David Young, and 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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Ghosh, Lipi, and Kanokwan Jayadat. "Thai Language and Literature: Glimpses of Indian Influence." In India-Thailand Cultural Interactions, 135–60. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3854-9_9.

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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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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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Premsrirat, Suwilai, and 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. "Vernaculars in Literacy and Basic Education in Cambodia, Laos and Thailand." In Language Planning and Policy: Issues in Language Planning and Literacy, edited by Anthony J. Liddicoat, 122–42. Bristol, Blue Ridge Summit: Multilingual Matters, 2007. http://dx.doi.org/10.21832/9781853599781-010.

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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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Bauer, Christian. "Language and Ethnicity The Man in Burma and Thailand." In Ethnic Groups Across National Boundaries in Mainland SEA, edited by Gehan Wijeyewardene, 14–47. Singapore: ISEAS–Yusof Ishak Institute Singapore, 1990. http://dx.doi.org/10.1355/9789814379366-005.

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Conference papers on the topic "Language and languages Thailand"

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Ferreira, Vera, Leonore Lukschy, Buachut Watyam, Siripen Ungsitipoonpor, and Mandana Seyfeddinipur. "A Website Is a Website Is a Website: Why Trusted Repositories Are Needed More Than Ever." In International Workshop on Digital Language Archives. University of North Texas, 2021. http://dx.doi.org/10.12794/langarc1851176.

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Over the last two decades there has been a surge in activists, linguists, anthropologists, documenters digitally recording endangered language use. These unique records often are uploaded to corporate social media sites or to privately run websites. Despite popular belief, uploading these materials to a server does not mean they are archived and preserved for future generations. In this paper we discuss the differences between professional archiving systems and content management system (CMS) based approaches to making language materials accessible. Looking at the example of the Archive of Languages and Cultures of Ethnic Groups of Thailand we discuss the benefits of a Mukurtu based community website, and how linking it to a professional archive can ensure long-term preservation of precious and unique language materials.
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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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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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Omar, Asmah Haji. "The Malay Language in Mainland Southeast Asia." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.16-1.

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Today the Malay language is known to have communities of speakers outside the Malay archipelago, such as in Australia inclusive of the Christmas Islands and the Cocos (Keeling) Islands in the Indian Ocean (Asmah, 2008), the Holy Land of Mecca and Medina (Asmah et al. 2015), England, the Netherlands, France, and Germany. The Malay language is also known to have its presence on the Asian mainland, i.e. Thailand, Cambodia, and Vietnam. As Malays in these three countries belong to a minority, in fact among the smallest of the minorities, questions that arise are those that pertain to: (i) their history of settlement in the localities where they are now; (ii) the position of Malay in the context of the language policy of their country; and (iii) maintenance and shift of the ancestral and adopted languages.
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"Language Affecting Perception within Thai-English Bilingual Groups." In July 11-12, 2017 Bangkok (Thailand). EAP, 2017. http://dx.doi.org/10.17758/eap.ed0717034.

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"Service Quality of Language Institute and Eastern Wisdom." In Dec. 16-17, 2016 Pattaya (Thailand). Dignified Researchers Publication, 2016. http://dx.doi.org/10.15242/dirpub.dirh1216021.

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"What Really Matters: Top Traits of an Outstanding Language Teacher." In Aug. 2017 Thailand International Conferences. URUAE, 2017. http://dx.doi.org/10.17758/uruae.iah0817409.

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"Top-Down Processing in Four-skills Integrated Computer-Assisted Language Learning." In April 27-28,2018 Bangkok (Thailand). Excellence in Research & Innovation, 2018. http://dx.doi.org/10.17758/eirai2.f0418417.

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"An Outline of Nativist and Behaviorist Theories of Language Acquisition." In July 11-12, 2017 Bangkok (Thailand). EAP, 2017. http://dx.doi.org/10.17758/eap.ed0717031.

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"Model of Online Language Learning: Its Effectiveness and Students’ Satisfactory Engagement." In Dec. 9-10, 2019 Pattaya (Thailand). Dignified Researchers Publication, 2019. http://dx.doi.org/10.17758/dirpub7.dir1219425.

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"Using Web 2.0 Technologies in English Language Learning: Perception of University Students." In July 11-12, 2017 Bangkok (Thailand). EAP, 2017. http://dx.doi.org/10.17758/eap.ed0717011.

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Reports on the topic "Language and languages Thailand"

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Bekmyrzaev, Nurbek. Language Policies of the Central Asian States. Edited by Nargiza Muratalieva. The Representative Office of the Institute for War and Peace Reporting in Central Asia, November 2020. http://dx.doi.org/10.46950/202004.

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This work outlines the formation of state languages in the Central Asian countries, analyzes their functioning alongside the Russian language, draws conclusions and forecasts for the future, and provides recommendations for improving language policies. The publication is intended for young experts and consultants, researchers, decision-makers, as well as a wide range of readers interested in the policies of the Central Asian countries.
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Arnold, H. G., W. B. Dress, and R. S. Loffman. An investigation of very high level languages and their implementation on a Forth language microprocessor. Office of Scientific and Technical Information (OSTI), November 1987. http://dx.doi.org/10.2172/5606643.

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Baader, Franz, and Alexander Okhotin. On Language Equations with One-sided Concatenation. Aachen University of Technology, 2006. http://dx.doi.org/10.25368/2022.154.

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Language equations are equations where both the constants occurring in the equations and the solutions are formal languages. They have first been introduced in formal language theory, but are now also considered in other areas of computer science. In the present paper, we restrict the attention to language equations with one-sided concatenation, but in contrast to previous work on these equations, we allow not just union but all Boolean operations to be used when formulating them. In addition, we are not just interested in deciding solvability of such equations, but also in deciding other properties of the set of solutions, like its cardinality (finite, infinite, uncountable) and whether it contains least/greatest solutions. We show that all these decision problems are ExpTime-complete.
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Hoinkes, Ulrich. Indexicality and Enregisterment as Theoretical Approaches to the Sociolinguistic Analysis of Romance Languages. Universitatsbibliothek Kiel, November 2019. http://dx.doi.org/10.21941/hoinkesindexenregromlang.

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Social indexicality and enregisterment are basic notions of a theoretical model elaborated in the United States, the aim of which is to describe the relationship between the use of language variation and patterns of social behavior at the level of formal classification. This analytical approach is characterized by focusing on the interrelation of social performance and language awareness. In my contribution, I want to show how this modern methodology can give new impetus to the study of today’s problem areas in Europe, such as migration and language or urban life and language use. In particular, I am interested in the case of Catalan, which has been studied for some time by proponents of the North American enregisterment theory. This leads me to indicate that explicit forms of social conduct, such as language shift or the emblematic use of linguistic forms, can be interpreted with regard to the social indexicality of Catalan. I thus analyze them in a way which shows that authenticity and integration in Catalan society can be achieved to a considerable extent by practicing forms of linguistic enregisterment.
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Tarasenko, Rostyslav O., Svitlana M. Amelina, Yuliya M. Kazhan, and Olga V. Bondarenko. The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings, November 2020. http://dx.doi.org/10.31812/123456789/4421.

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The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).
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Tarasenko, Rostyslav O., Svitlana M. Amelina, Yuliya M. Kazhan, and Olga V. Bondarenko. The use of AR elements in the study of foreign languages at the university. CEUR Workshop Proceedings, November 2020. http://dx.doi.org/10.31812/123456789/4421.

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The article deals with the analysis of the impact of the using AR technology in the study of a foreign language by university students. It is stated out that AR technology can be a good tool for learning a foreign language. The use of elements of AR in the course of studying a foreign language, in particular in the form of virtual excursions, is proposed. Advantages of using AR technology in the study of the German language are identified, namely: the possibility of involvement of different channels of information perception, the integrity of the representation of the studied object, the faster and better memorization of new vocabulary, the development of communicative foreign language skills. The ease and accessibility of using QR codes to obtain information about the object of study from open Internet sources is shown. The results of a survey of students after virtual tours are presented. A reorientation of methodological support for the study of a foreign language at universities is proposed. Attention is drawn to the use of AR elements in order to support students with different learning styles (audio, visual, kinesthetic).
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EdTech Hub, EdTech Hub. Minoritised languages, education, and technology: Current practices and future directions in low- and middle-income countries. EdTech Hub, October 2022. http://dx.doi.org/10.53832/edtechhub.0127.

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This article explores the current status and future directions of minoritised language education and the use of technology in low- and middle-income countries. Our literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in minoritised language education across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, we then conducted interviews and a collaborative workshop with four organisations with relevant EdTech initiatives. The analysis covers facilitating and limiting factors these organisations have encountered, as well as the impact of good practice initiatives on learners and society at large. We conclude by identifying the practical, policy, and research properties in the development of minoritised language education and technology. Keywords: minoritised languages, mother tongue, educational technology, LMIC, multilingualism, language of instruction An output of the EdTech Hub, https://edtechhub.org
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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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Lavadenz, Magaly, Jongyeon Ee, Elvira Armas, and Grecya López. Leaders’ Perspectives on the Preparation of Bilingual/Dual Language Teachers. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.policy.10.

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This research and policy brief uplifts findings from a 2020 survey of 223 California school district leaders. Findings regarding the preparation of beginning bilingual/dual language educators indicate that leaders rated teachers’ linguistic competencies in two languages as the most important ability, followed by teachers’ understanding of bilingualism and biliteracy development and linguistic pedagogical knowledge. Respondents rated beginning bilingual teachers’ preparation to meet the needs of their districts/schools as “moderately well” (M=3.1 out of 5). The brief concludes by identifying policy recommendations for state and local levels as well as for institutions of higher education policies and practice in this statewide “new ecology of biliteracy”: (1) data collection and reporting on bilingual teacher demographics and authorization; (2) increased quality of fieldwork and clinical experiences for future bilingual teachers; (3) increased funding for bilingual teacher preparation programs to diversity pipelines into bilingual education preparation programs, recruitment, support, and program completion; and (4) differentiated professional development experiences for beginning bilingual teachers including mentoring, learning communities, and cross-departmental teams.
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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students
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