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Добірка наукової літератури з теми "Language policy Thailand"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 11 лютого 2022

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Статті в журналах з теми "Language policy Thailand"

1

Baker, Will, and Wisut Jarunthawatchai. "English language policy in Thailand." European Journal of Language Policy 9, no. 1 (April 2017): 27–44. http://dx.doi.org/10.3828/ejlp.2017.3.

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2

Sukamolson, Suphat. "English Language Education Policy in Thailand." Asian Englishes 1, no. 1 (June 1998): 68–91. http://dx.doi.org/10.1080/13488678.1998.10800995.

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3

Franz, Jens, and Adisa Teo. "‘A2 is Normal’ – Thai Secondary School English Teachers’ Encounters with the CEFR." RELC Journal 49, no. 3 (November 17, 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.

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4

Thadphoothon, Janpha. "Thai School Teachers’ Preparedness and Perceptions of More-English-in-schools (MEIS) Policy." International Journal of Education and Literacy Studies 7, no. 4 (October 31, 2019): 91. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.91.

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As far as English language ability is concerned, Thailand has a lot of room for improvement. Efforts to boost Thailand’s language skills abound. In this study, Thai school teachers in two primary schools were asked to answer questionnaires on their English language use in their schools, their preparedness, and their perceptions of the policy to add more English into the schools. Twenty-three school teachers from two schools participated in the study. The data collection was done in March 2018. Those school teachers participated in the English Plus Program (EPP) workshops, aiming to equip them with concepts and techniques to add more English elements in their classes and their schools. The teachers underwent six hours of training. At the end of the workshops, they were asked to reflect on the lessons and answer the questionnaires. It was found that the majority of the school teachers perceived themselves to be moderately prepared for the MEIS policy. They believed it was a useful policy and recognized the role of support from the students’ parents, the community, as well as the school administrators.

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5

Liu, Amy H., and Jacob I. Ricks. "Coalitions and Language Politics: Policy Shifts in Southeast Asia." World Politics 64, no. 3 (June 27, 2012): 476–506. http://dx.doi.org/10.1017/s004388711200010x.

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Why is it that some governments recognize only one language while others espouse multilingualism? Related, why are some governments able to shift language policies, and if there is a shift, what explains the direction? In this article, the authors argue that these choices are theproduct of coalitional constraints facing the government during critical junctures in history. During times of political change in the state-building process, the effective threat of an alternate linguistic group determines the emergent language policy. If the threat is low, the government moves toward monolingual policies. As the threat increases, however, the government is forced to co-opt the alternate linguistic group by shifting the policy toward a greater degree of multilingualism. The authors test this argument by examining the language policies for government services and the education system in three Southeast Asian countries (Singapore, Malaysia, and Thailand).

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6

Hayes, David. "Language education policy and practice in state education systems." Language Teaching for Young Learners 2, no. 2 (July 8, 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.

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7

Liengleam, Tanes, and Amporn Sa-ngiamwibool. "Lessons from Best Practices for English Language Educational Reform in Thailand." IJET (Indonesian Journal of English Teaching) 6, no. 1 (July 13, 2017): 123–36. http://dx.doi.org/10.15642/ijet2.2017.6.1.123-136.

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Анотація:

Lessons from other countries where digital technology is integrated into English classroom will shed lights to digital Thailand. This study, therefore, analyzed the best practices to extract and describe key success factors that could help increase national competitiveness. The conclusion of the study was drawn from an interpretive analysis and synthesis of the review of literature. Five purposefully selected best practices included Finland, Norway, the Netherlands and South Korea. This was a documentary study. The results revealed that key success that all these best practice countries share includes these ten issues: free, accessible, equalized education, ICT in English education, starting learning English in early age, professional development for teachers, stress on qualification of teachers, teacher compensations and welfares, small class size, assessment and testing reform and homework reform. Policy implications indicate that if the Thai government want to reach the educational efficiency of the best practice countries, it should take these issues into consideration. Future inquiry should include more countries to get a wider, more practical and more insightful holistic scope of the study.

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8

Tuangratananon, Titiporn, Rapeepong Suphanchaimat, Sataporn Julchoo, Pigunkaew Sinam, and Weerasak Putthasri. "Education Policy for Migrant Children in Thailand and How It Really Happens; A Case Study of Ranong Province, Thailand." International Journal of Environmental Research and Public Health 16, no. 3 (February 1, 2019): 430. http://dx.doi.org/10.3390/ijerph16030430.

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Health and education are interrelated, and it is for this reason that we studied the education of migrant children. The Thai Government has ratified ‘rights’ to education for all children in Thailand since 2005. However, there are gaps in knowledge concerning the implementation of education policy for migrants, such as whether and to what extent migrant children receive education services according to policy intentions. The objective of this study is to explore the implementation of education policy for migrants and the factors that determine education choices among them. A cross-sectional qualitative design was applied. The main data collection technique was in-depth interviews with 34 key informants. Thematic analysis with an intersectionality approach was used. Ranong province was selected as the main study site. Results found that Migrant Learning Centers (MLCs) were the preferable choice for most migrant children instead of Thai Public Schools (TPSs), even though MLCs were not recognized as formal education sites. The main reason for choosing MLCs was because MLCs provided a more culturally sensitive service. Teaching in MLCs was done in Myanmar’s language and the MLCs offer a better chance to pursue higher education in Myanmar if migrants migrate back to their homeland. However, MLCs still face budget and human resources inadequacies. School health promotion was underserviced in MLCs compared to TPSs. Dental service was underserviced in most MLCs and TPSs. Implicit discrimination against migrant children was noted. The Thai Government should view MLCs as allies in expanding education coverage to all children in the Thai territory. A participatory public policy process that engages all stakeholders, including education officials, health care providers, Non-Governmental Organizations (NGOs), MLCs’ representatives, and migrants themselves is needed to improve the education standards of MLCs, keeping their culturally-sensitive strengths.

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9

Benjaponpitak, A. "National child developmental and mental health disorders screening policy in Thailand." European Psychiatry 41, S1 (April 2017): S335. http://dx.doi.org/10.1016/j.eurpsy.2017.02.285.

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BackgroundDevelopmental disorders and mental health problems result in less optimal outcomes in children. Although awareness among the public had been improving, there was paucity of early identification frameworks, care pathways as well as the process of monitoring and evaluation in Thailand.ObjectiveTo develop appropriate National child mental health policy in Thailand.AimTo promote developmental and mental health outcomes of children.MethodCurrent child development and mental health research as well as policy development were reviewed. The framework of development together with major mental health disorders screening and intervention among children has been studied and established as a major policy in Thailand since 2014. The National developmental screening has been implemented in children aged 9, 18, 30 and 42 months. District level hospitals have been coached to facilitate Health promotion schools to screen and provide early intervention for grade 1 students with mental health problems. Annual data has been collected and analyzed to reflect the milestones of child development and mental health prevention-promotion policy in Thailand.ResultThe coverage of National developmental screening ranges from 70–80% of children. About 20% of preschoolers are at risk of language delay while nearly 20% of grade 1 children are at risk of emotional, behavioral and learning problems. Parental awareness is the major challenge for those with limited financial resources.ConclusionInvestments in early childhood development are needed. The pathways to develop the appropriate intervention requires further collaboration among stakeholders.Disclosure of interestThe author has not supplied his declaration of competing interest.

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10

Prayukvong, Wanna, Amporn Sornprasith, and Morris John Foster. "Parental expectations of and satisfaction with the services of preschool centres." Journal for Multicultural Education 12, no. 3 (August 13, 2018): 249–66. http://dx.doi.org/10.1108/jme-05-2017-0033.

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Purpose This paper aims to study parental expectations of and satisfaction with overall services of preschool centres and to determine the factors which affect parents’ satisfaction in a part of one of Thailand’s southern provinces. Design/methodology/approach Data were collected using a structured questionnaire from parents of children attending 29 day-care or preschool centres in Songkhla Province, South Thailand, over a two-month period in the Spring 2014. The data were analysed mainly using descriptive statistics and some correlation analyses with subsequent logical interpretation. Findings Given the location and non-compulsory nature of the childcare provision being assessed, it would seem fair to say that the answer to the overarching objective was fairly positive. Expectations were non-trivial; parents looked for more than “baby-minding” and expected there to be some appropriately qualified staff. The perceived satisfaction levels indicate that there is nevertheless scope for improvement. Research limitations/implications The sample studied is from a limited geographical region of Thailand; hence, there must be some caution in making recommendations for the whole country. Practical implications As the outcomes being delivered are seen to be mainly positive by parents and guardians, the policy implication for the Thai Government is that they should continue to promote, and ideally enhance, this kind of early years provision. Results suggest that Thai parents would be well advised to make use of childcare centres to promote the socialisation and development of their children. Originality/value The originality of the work derives from the lack of similar systematic studies in Thailand and, in particular, for the rural southern provinces.

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Більше джерел

Дисертації з теми "Language policy Thailand"

1

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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2

Fitzpatrick, Damian. "Making sense of the English language policy in Thailand : an exploration of teachers' practices and dispositions." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3314.

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Анотація:

Similar to other countries in the South-east Asian region, Thailand has transformed its education policy so that it may be able to better face the challenges of the globalised world. In order to do this, constructs such as student-centred learning and critical thinking, as well as the teaching of English in a more communicative manner, have been promoted. There has been little critical or grounded research carried out on the current English policy in Thailand, which emerged from the National Education Act of 1999 and the subsequent Basic Education Core Curricula of 2001 and 2008, therefore, in order to better understand how this policy works, this study explores how a group of Thai-English language teachers conceptualise the English language policy in Thailand by investigating their practices and beliefs (dispositions). In order to do this, and drawing on a social constructionist perspective from Bourdieu’s theory of practice, this thesis adopts a qualitative methodology that incorporates exploratory and ethnographic elements. Employing a combination of data collection methods that include classroom observations, retrospective accounts and semi-structured interviews, the findings demonstrate that a gap exists between the goals of the policy and what actually occurs in the classroom. Thus, there were few examples of either the communicative approach or student-centred learning being employed, with teachers instead tending to transmit knowledge to their students in a teacher-centred manner. Reasons for this may be due to the influence that the national examinations has on teachers’ work, the suitability and / or relevance of imported teaching and learning approaches on local contexts, as well as the need for better implementation of change. Teachers would indeed benefit from more professional development concerning the policy, but this thesis also argues that the policy itself needs to be critically examined. This would then allow Thailand, as well as other countries in the region, to better inform and improve their current education policies.

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3

Bundy, Christopher. "Big in Japan the novel /." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/english_diss/41/.

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Анотація:

Thesis (Ph. D.)--Georgia State University, 2009.
Title from title page (Digital Archive@GSU, viewed July 22, 2010) Sheri Joseph, committee chair; John Holman, Josh Russell, committee members. Includes bibliographical references (p. 38).

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4

Liando, Nihta V. F. (Vera Frelly). "Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia." 1999. http://web4.library.adelaide.edu.au/theses/09ARM/09arml693.pdf.

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Анотація:

Bibliography: leaves 211-227. This thesis addresses the implications of language policy for foreign language teaching practice. It specifically looks at the implementation of language policy on the practice of teaching English in Indonesian and Thai primary schools as well as on the practice of teaching Indonesian in Australian primary schools.

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Книги з теми "Language policy Thailand"

1

Hirsh, David, and Suwilai Premsrirat. Language Revitalization: Insights from Thailand. Lang AG International Academic Publishers, Peter, 2018.

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2

Language Revitalization: Insights from Thailand. Lang AG International Academic Publishers, Peter, 2018.

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3

Hirsh, David, and Suwilai Premsrirat. Language Revitalization: Insights from Thailand. Lang AG International Academic Publishers, Peter, 2018.

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4

Hirsh, David, and Suwilai Premsrirat. Language Revitalization: Insights from Thailand. Lang AG International Academic Publishers, Peter, 2018.

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5

Language Policy and Modernity in Southeast Asia: Malaysia, the Philippines, Singapore, and Thailand (Language Policy). Springer, 2006.

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6

Rappa, Antonio L., and Lionel Wee Hock An. Language Policy and Modernity in Southeast Asia: Malaysia, the Philippines, Singapore, and Thailand. Springer, 2014.

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7

Chen-Wishart, Mindy, Alexander Loke, and Stefan Vogenauer, eds. Formation and Third Party Beneficiaries. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198808114.001.0001.

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Studies in the Contract Laws of Asia provides an authoritative account of the contract law regimes of selected Asian jurisdictions, including the major centres of commerce where limited critical commentaries have been published in the English language. Each volume in the series aims to offer an insider’s perspective into specific areas of contract law—remedies, formation, parties, contents, vitiating factors, change of circumstances, illegality, and public policy—and explores how these diverse jurisdictions address common problems encountered in contractual disputes. A concluding chapter draws out the convergences and divergences, and other themes. All the Asian jurisdictions examined have inherited or adopted the common law or civil law models of European legal systems. Scholars of legal transplant will find a mine of information on how received law has developed after the initial adaptation and transplant process, including the influences affecting and mechanisms of these developments. The many points of convergence and divergence (in both form and in substance) emerge. These provide good starting points for regional harmonization projects. Volume II of this series deals with contract formation and contracts for the benefit of third parties in the laws of China, India, Japan, Korea, Taiwan, Singapore, Malaysia, Hong Kong, Korea, Vietnam, Cambodia, Thailand, Myanmar, and Indonesia. Typically, each jurisdiction is covered in two chapters; the first deals with contract formation, while the second deals with contracts for the benefit of third parties.

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8

Chen-Wishart, Mindy, and Stefan Vogenauer, eds. Contents of Contracts and Unfair Terms. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198850427.001.0001.

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Анотація:

Studies in the Contract Laws of Asia provides an authoritative account of the contract law regimes of selected Asian jurisdictions, including the major centres of commerce where limited critical commentaries have been published in the English language. Each volume in the series aims to offer an insider’s perspective into specific areas of contract law—remedies, formation, parties, contents, vitiating factors, change of circumstances, illegality, and public policy—and explores how these diverse jurisdictions address common problems encountered in contractual disputes. A concluding chapter draws out the convergences and divergences, and other themes. All the Asian jurisdictions examined have inherited or adopted the common law or civil law models of European legal systems. Scholars of legal transplant will find a mine of information on how received law has developed after the initial adaptation and transplant process, including the influences affecting and mechanisms of these developments. The many points of convergence and divergence (in both form and in substance) emerge. These provide good starting points for regional harmonization projects. Volume III of this series deals with the contents of contracts and unfair terms in the laws of China, Hong Kong, India, Indonesia, Japan, Korea, Malaysia, Myanmar, the Philippines, Singapore, Taiwan, Thailand, and Vietnam. Typically, each jurisdiction is covered in two chapters; the first deals with the contents of contracts, while the second deals with unfair terms.

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Частини книг з теми "Language policy Thailand"

1

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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2

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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3

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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4

Darasawang, Pornapit, and Richard Watson Todd. "Chapter 12. The effect of policy on English language teaching at secondary schools in Thailand." In Varieties of English Around the World, 207–20. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/veaw.g42.17dar.

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5

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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6

Lo Bianco, Joseph. "Uncompromising Talk, Linguistic Grievance, and Language Policy: Thailand’s Deep South Conflict Zone." In The Palgrave Handbook of Languages and Conflict, 295–330. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04825-9_14.

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7

"The Kingdom of Thailand." In Language Policy, 105–23. Boston, MA: Springer US, 2006. http://dx.doi.org/10.1007/0-387-32186-1_5.

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8

Aung-Thwin, Michael A. "Conclusion." In Myanmar in the Fifteenth Century. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824867836.003.0016.

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The relationship between Ava and Pegu was a symbiotic dualism: of time, space and type. Ava was not only a reformulation of something old, and Pegu, the genesis of something new, but as one was located in the agrarian Dry Zone and the other, on the commercial coasts, each was historically, materially, and in terms of general character, distinct. Whereas the Kingdom of Ava was essentially the resurrection of an old kingdom—Pagan writ small—Pegu was a new kingdom composed of new leaders, people, and cultures. Ava was a familiar, Upper Myanmar polity: the same material environment and demographic base, the same economic, social and political institutions, the same language, writing system, cosmology, and culture. Pegu, on the other hand, was a new, independent kingdom of Lower Myanmar, led by newcomers (the Mon speakers) who had migrated from what later became Thailand. Yet, because both Ava and Pegu were built on the same foundations (Pagan), both had certain common elements. They shared virtually the same religion and thought systems; similar social customs, values, and mores; familiar political and administrative principles; a common, even if contested, history; and certainly the same writing system. Whatever the dissimilarities were, they did not produce a binary situation of two irreconcilably antagonistic ethnic entities—Burman and Mon as convention has it—rather, these dissimilarities created a dualism of geo-political and cultural differences whose energy and dynamism came from the tension created precisely by those differences. In fact, Ava and Pegu’s relationship not only epitomized Southeast Asia’s “upstream-downstream” paradigm common throughout much of its history, it continues today in Naypyidaw and Yangon.

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Тези доповідей конференцій з теми "Language policy Thailand"

1

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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2

Jawaut, Nopthira, and Remart Dumlao. "From Upland to Lowland: Karen Learners’ Positioning and Identity Construction through Language Socialization in the Thai Classroom Context." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.9-2.

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Karen (or Kariang or Yang) are a group of heterogeneous ethnic groups that do not share common culture, language, religion, or material characteristics, and who live mostly in the hills bordering the mountainous region between Myanmar and neighboring countries (Fratticcioli 2001; Harriden 2002). Some of these groups have migrated to Thailand’s borders. Given these huge numbers of migrant Karens, there is a paucity of research and understanding of how Karen learners from upland ethnic groups negotiate and construct their identities when they socialize with other lowland learners. This paper explores ways in which Karen learners negotiate and construct their identities through language socialization in the Thai learning context. The study draws on insights from discourse theory and ecological constructionism in order to understand the identity and negotiation process of Karen learners at different levels of identity construction. Multiple semi-structured interviews were conducted to gain deeper understandings of this phenomenon between ethnicity and language socialization. The participants were four Karen learners who were studying in a Thai public university. Findings suggest that Karen learners experience challenges in forming their identity and in negotiating their linguistic capital in learning contexts. The factors influencing these perceptions seemed to emanate from the stakeholders and the international community, which played significant roles in the context of learning. The findings also reflect that Karen learner identity formation and negotiation in language socialization constitutes a dynamic and complex process involving many factors and incidences, discussed in the present study. The analysis presented has implications for immigration, mobility, language, and cultural policy, as well as for future research.

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