สื่องานวิจัยเพื่อท้องถิ่น หนังสือ จดหมายข่าวงานวิจัยเพื่อท้องถิ่น สื่อ Multimedia Gallery รบบรวมรูปภาพ Gallery รบบรวมรูปภาพ
 
     

 
 
 

ปีที่ 15 ฉบับที่ 6
พ.ย - ธ.ค 2557


เวทีฟอรั่ม การอ่านยโสธร
เวทีเปลี่ยนความคิด สร้างอิสระแห่งการเรียนรู้ : สตูล
บทเรียนความสำเร็จ : กลไกเครือข่ายยุติธรรมชุมชนสู่สังคมเป็นสุข
 
ห้องสมุดงานวิจัย สกว.
ฐานข้อมูลนักวิชาการประเทศไทย
 
ท่องเที่ยววิถีไทย
ศูนย์ประสานงานวิจัยเพื่อท้องถิ่นนครศรีธรรมราช
ศูนย์ประสานงานวิจัยเพื่อท้องถิ่นนราธิวาส
การท่องเที่ยวโดยชุมชน
งานวิจัยเพื่อท้องถิ่นภาคอีสาน
ศูนย์ประสานงานวิจัยเพื่อท้องถิ่นจ.สมุทรสงคราม
 
 




 

 


 
Bilingual Education for National Reconciliation in Southern Thailand
 

Bilingual Education for National Reconciliation in Southern Thailand:

A Role for Patani Malay and Thai 1

 

Suwilai Premsrirat

Institute of Language and Culture for Rural Development

Mahidol University, Thailand

lcspm@mahidol.ac.th

February 2009

 

Patani-Malay is the language spoken by 83% of people in the four southern provinces of Thailand. On-going violence and political unrest in this area are largely a result of language identity issues. Malay identity, as reflected by the Malay language used in daily life, is not officially recognized by the government. Compulsory education in the Thai language results in poor attendance and achievement among Patani-Malay speaking students. They gain few working skills and have limited prospects for higher education and employment. Many fear education is being used to destroy the local language and religious identity. In this article, the author outlines a mother tongue based bilingual education programme designed to help Patani-Malay-speaking children retain their Malay identity at the local level and achieve a Thai identity at the national level.

 

Introducing the programme

A nine-year participatory action research programme is being conducted by Mahidol University linguists and a Patani-Malay speaking research team. It covers

eight school years, from Kindergarten to Grade 6, with one year of preparation. The programme supports Patani-Malay-speaking children to speak, read and write

well in both Patani-Malay and Thai.

Patani-Malay is used as the medium of instruction from Kindergarten to Grade 1, so that children gain the necessary skills in listening, speaking, reading and writing in their mother tongue, before learning Thai. Thai is then used with Patani Malay through grade 6.

Patani-Malay Studies or Patani-Malay language component, is also taught throughout primary school. The Education Act allows up to 30% of the curriculum to be locally determined in this way.

 

Programme activities

1.      Language Situation Survey - to gather information for programme planning.

2.      Awareness - raising about the benefit of mother tongue-based bilingual education. Mobilizing partners for the programme activities, e.g., a local research team of academics and village scholars, including four experimental schools.

3.      Develop a writing system for Patani-Malay using Thai-based script, building on academic as well as native speaker acceptance and technical feasibility. The Thai-based orthography will help children transfer to using Thai as the main medium of instruction in later primary.

4.      Develop a curriculum that is based on national standards but incorporates PM knowledge and experience into learning materials and activities, using PM(early grades) and Thai(later grades) as languages of instruction.

5.      Develop teaching materials and graded reading materials in Patani-Malay and materials to support students’ transfer to using Thai.

6.      Recruit and train bilingual education staff: teachers, writers, local culture experts, workshop organizers, etc.

7.      Evaluate learners in the experimental schools and compare with those in other schools.

8.      Build co-operation among governmental and nongovernmental funding and technical assistance organizations, influential people in society and the mass media.

9.      Develop and establish a supportive national language policy.

 

Challenges

·         Using the local spoken language in education as a way to promote development, peace and prosperity, is a new idea that some find hard to accept because there are few examples of such programs in Thailand.

1.      Many people think that language and script are the same, and that script is more important than the spoken language. This proves problematic.

2.      Jawi script (based on Arabic script) is commonly used in the region for writing, but in the Central Malay language, which is different from Patani-Malay language. People use Central Malay language in religious contexts where they can memorize texts, but this is not suitable as medium of instruction for children who speak Patani- Malay as their mother tongue.

3.      Efforts to use Thai script have been controversial. Opponents believe such efforts could make the teaching and writing of Jawi script redundant. Those in favour of using Thai script believe that Jawi script is currently inadequate for writing Patani-Malay, but that Jawi will continue to be taught in religious schools, while Thai-based script will only be used in secular schools. The bilingual programme will consider incorporating the Jawi script into the curriculum in the higher grades.

·         Apart from being quite far from the center, The pilot schools are in an area experiencing political unrest and violence, making it difficult to monitor progress of the programme.

·         Despite the support provided by the programme, the benefits of teaching Patani-Malay within the formal education system are not yet fully understood by some authorities dealing with security and education issues. Even though higher level government officials generally accept bilingual education, some do not have confidence in the use of mother tongue as a medium of instruction through to the higher grades.

 

Successes to date

·         A local research team composed  of teachers, supervisors, linguists, Islamic community members, village scholars, young coordinators has been established.

·         The local research team has been actively involved in developing the written language, curriculum, lesson plans, teaching materials, songs and graded reading materials in Patani-Malay and Thai.

·         Awareness-raising activities have been conducted among communities, academics, educators, officials and religious leaders.

·         Consultants from SIL International have provided technical assistance for curriculum development.

·         Governmental and nongovernmental funding agencies such as UNICEF and Thailand Research Fund have promised funding for the first three years.

·         Academics, government officials, mass media and members of the public have offered encouragement and support, agreeing that this type of education will meet the needs of local people and assist with national reconciliation and internal security for the whole country.

·         New teaching materials for oral and written Patani-Malay have been carefully developed by a group of native speakers, including local teachers and educators from various fields.

·         Teachers of Patani-Malay receive detailed training, from planning lessons to teaching and managing bilingual classrooms.

·         Child friendly Second language acquisition (2LA) methods, including Total Physical Response(TPR) are used to introduce PM children to Thai, starting in the first year of class. The TPR approach allows children to focus on hearing and responding to Thai without  being forced to produce(speak) Thai at first.

·         People from Malay-speaking communities have been actively participating in the programme, especially in producing graded reading materials about local stories or local culture and knowledge.

 “Using Patani-Malay as the language of instruction from Kindergarten to Grade 1 will spare little children from the confusion and fear of having to learn in a language that is not their mother tongue. The change should have been done long ago.” School Director, Narathiwat province.

 


Creating a sense of security

Despite the obstacles, this project has earned the trust and confidence of the local communities. They value the efforts made to preserve their language and culture and to respect their Malay identity in education. They see this as a move towards lasting reconciliation and understanding. Ultimately, they feel more secure in the education system.

The future success of the programme relies on the continued support and good faith of all participants. This project lays the foundation for significant improvement in the prospects of the children in the south of Thailand. It is in line with growing awareness that the linguistic and cultural rights of minorities demand the attention of governments and policy-makers, who have a responsibility to preserve and protect such diversity, wealth and heritage from abuse or extinction.

 

[Suwilai is a linguist who works with endangered ethnolinguistic communities on language revitalization programmes, and is the project director for the Strong Bilingual Education Programme in Southern Thailand.]

 

 



1 This paper is a revised version of the paper published in EENET. Issue 12 August 2008.




------------------ ไม่มีรูปภาพกิจกรรม ------------------