2. Langaugae Situation in Thailand
Prime Minister P. Pibulsongkram declared Thai as the national
language in the State Convention 9 of 1940 . Surprisingly, the 1997,
2007 and 2017 Thai constitutions never mentioned a national
language. However, the Thai government has pursued a policy of
monolingualism, establishing Central Thai as the standard,
particularly in government, education and the mass media.
In 2004, Mahidol University’s Research Institute for Languages and Cultures of
Asia (RILCA) conducted a language survey and developed maps of the ethnic
language groups in Thailand. This project was supported by the Culture Ministry of
Thailand. These languages were found to be from five linguistic families: Tai-Kadai,
Austro-Asiatic, Sino-Tibetan, Hmong-Mien and Austronesian (Premsrirat: 2004).
3. Rama III (1824–1851), English-speaking Protestant missionaries helped
introduce English to the country.
Rama IV (1851–1865) who spoke English fluently and wished for his family to
learn the language as well. He therefore appointed an English governess
(Anna Leonownes, author of “The King and I”), to teach English at the royal
court.
History of English ducation in Thailand
King Chulalongkorn (Rama V) who is credited with the introduction of modern
education in the kingdom of Thailand which he accomplished through major
reforms. Rama V received his education overseas and his reforms subsequently
favoured foreign languages in the country. He pioneered bilingual education in
Thailand through immersion programs that promoted skills in English language.
4. This continued into the twentieth century when a further round of
educational reforms occurred following an uprising by university students in
1978. These reforms focused on curriculum revision that facilitated creative
thinking and problem solving. Equity and access to education for all was
another major concern.
History of English ducation in Thailand
In the late 1980s, Thailand began to enjoy an economic boom. As a result, a
considerable number of university students were able to receive their
education overseas.
In the mid 1990s educational reform was based more on international
standards. One of the focus areas of the reforms was to make English a
compulsory subject for all primary grades.
5. In the mid 1990s educational reform was based more on international
standards. One of the focus areas of the reforms was to make English a
compulsory subject for all primary grades (Punthumasen, 2007 ). The
education ministry became aware of communicative ways of teaching English
in the late 1970s but these were not incorporated into the English curriculum
until 1996.
History of English ducation in Thailand
The growing demand for economic recovery after the collapse of the Thai baht in
1998 and a changing education paradigm worked as a catalyst for the Thai
Government to introduce education reform through the National Education Act
(NEA) of 1999. These reforms sought to improve education standards in Thailand
at all levels and moreover, prepare the nation to compete with other nations in the
era of globalization. Leading public universities such as Thammasat,
Chulalongkorn, and Kasetsart also began to offer international programs for Thai
6. The Basic Education Core Curriculum 2008
In comparison to BEC 2001, one can see a shift to include teaching English for
communication purposes in addition to being taught as a compulsory subject. The
English language section in BEC 2008 focused on four major strands: Language for
Communication, Language and Culture, Language and Relationship with other
Learning Areas, and Language and Relationship with Community and the World.
BEC 2008 was designed to confront the demands of globalization. It focused on
preparing Thai students to keep up with the rapid economic, technological, and
social transformations that were occurring within the country. The BEC 2008
recommended eight learning areas including a foreign language. While English was
approved as a core language, teaching of other foreign languages such as French,
German, Chinese, and Japanese was left at each school’s discretion.
7. OTHER ENGLISH LANGUAGE POLICIES AND PROGRAMS
International Schools
Since 1957, the Thai government has permitted the opening of
international schools in the country (Punthumasen, 2007 ). The
ministry of education allows Thai nationals to obtain their
education through international curricula such as the International
Baccalaureate (IB) and the International General Certificate of
Education (IGCSE). It also mandates international schools to get
accreditation from at least one of the reputable international
accrediting agencies such as the Western Association of School and
Colleges (WASC), and the Council of International Schools (CIS).
8. OTHER ENGLISH LANGUAGE POLICIES AND PROGRAMS
EP or Bilingual Program
In 1995, an initiative was brought forth by the Office of the
Basic Education Commission (OBEC) to establish English
programs in public and private Thai schools across the
nation. These schools teach four core subjects: science,
mathematics, English and physical education using English
as a medium of instruction. EP or Bilingual schools usually
employ foreign teachers to teach these subjects in English
(Punthumasen, 2007 ).
9. OTHER ENGLISH LANGUAGE POLICIES AND PROGRAMS
International Program in Higher Education
Thai Ministry of Education (MOE) has also made efforts to internationalize higher
education allowing public and private universities to run international programs
with English as a medium of instruction.Further reforms by the Ministry of
University Affairs targeted the areas of language teaching and learning and
development of the English curriculum in Thai universities. One of the proposals
was that universities shall recognize English language scores from the English
Proficiency Test of the Ministry of University Affairs for university entrance. The
changes also emphasized that students – who opt for English as their language –
must complete at least four compulsory courses in English. Courses such as
English for Academic Purposes (EAP) or English for Specific Purposes (ESP) were
required as major subjects ( Wiriyachitra, n.d. ).
10. OTHER ENGLISH LANGUAGE POLICIES AND PROGRAMS
Road Map for Education Reforms
One of the areas of reform is the promotion of
foreign language and teachers’ development training. The
move involves an initiative known as the Strategic Plan for
Reforming the English Learning Process to Accelerate National
Competitive Ability (2006–2010). This plan focuses on building
the capacity of Thai people in English communication skills to
gain knowledge, increase performance in their profession, and
build international competitiveness
(Punthumasen, 2007 ).
11. OTHER ENGLISH LANGUAGE POLICIES AND PROGRAMS
Establishment of Support Organizations
The English Language Institution (ELI) was established in 2007 under the
Office of the Basic Education Commission (OBEC). Its goal is to collaborate
with other agencies to facilitate and promote the English learning process
for both students and teachers and to ensure schools meet expected
curriculum standards. OBEC has established the English Resource and
Instructional Center (ERIC) in order to train and develop teachers in their
areas. Similarly, projects such as In-Service Education and Training (INSET)
concentrate on training and development programs for teachers to allow
them to carry forward the national education agenda. However, success of
these projects remains questionable in the Thai educational community
(ONEC, 1996 ).
12. OTHER ENGLISH LANGUAGE POLICIES AND PROGRAMS
Establishment of Support Organizations
In addition, the Ministry of Education established a language institute at
Thammasat University, which offers a variety of programs that promote
correct usage of English. It runs two major programs, an English Course for
the General Public (short-term courses for teacher training) and the Master
of Arts Program in
Teaching English as a Foreign Language. The teacher training program
covers curriculum, teaching methodology, assessment and evaluation for
teaching English. Since then several other universities have started offering
similar programs.
13.
14. HISTORICAL DEVOLOPMENT OF LANGUAGE POLICY
Before the independence phase: before 1945
• Indonesia was colonized by Europeans – predominantly Dutch – over
three and a half centuries.
• During these extended periods of expansion, only the elite within the
Indonesian society was educated in a Dutch education system using
Dutch as the medium of instruction. As a consequence, the Dutch
language was not commonly used and recognized in the middle-lower
Indonesian community.
• Malay (former name of the Indonesian language) became the lingua
franca for the diverse population to communicate on a daily basis.
15. HISTORICAL DEVOLOPMENT OF LANGUAGE POLICY
Before the independence phase: before 1945
• Hoffman (1979) pointed out that in 1865 Malay was adopted officially as
the second language by the Dutch government for trade and
administrative affairs. This decision signaled the commencement of a
bilingual agenda in Indonesian language policy where the colonized
Dutch language was used alongside the Malay language until the early
1900s.
• In 1901, the term ‘Malay’ (Bahasa Melayu) was replaced by ‘Indonesian
(Bahasa Indonesia)’ and was selected as the official language of the
state and medium of instruction.
16. HISTORICAL DEVOLOPMENT OF LANGUAGE POLICY
Before the independence phase: before 1945
• Following this recognition, Bahasa Indonesian was nationally declared as
the only unified and national language via Sumpah Pemuda (Youth
Pledge) on 28 October 1928. The use of Bahasa Indonesia has
continually been widely adopted as the medium of instruction not only
in governmental affairs but also in public schools from primary to
university level up until the initial period of the Japanese invasion in
1942 (Paauw, 2009)
17. HISTORICAL DEVOLOPMENT OF LANGUAGE POLICY
Before the independence phase: before 1945
• During the Japanese colonization from 1942 to 1945, the non-explicit
bilingual language policy was changed. Anderson (1966) claimed that the
Japanese immediately forbade the use of Dutch for any purpose.
• Anderson indicated that there was no resistance from the society due to
Bahasa Indonesia (formerly known as Malay) had long been the lingua-franca
of the archipelago, and this became the basis of an essentially political
language of Indonesia.
• Paauw (2009) described that prior to the Japanese occupation, all texts used
at the high school and university level were in Dutch. Consequently, these
Dutch texts were promptly translated into Indonesian and new terminology
was developed until the phase of Indonesian Independence.
18. HISTORICAL DEVOLOPMENT OF LANGUAGE POLICY
The independence and post-independence phase: 1945-1966
• With Indonesian liberation declared on August 17, 1945, after the surrender
of the Japanese at the end of World War II, the bilingual language agenda
was transformed into a domestic bilingual language policy where Indonesian
was designated the sole national language for formal administrative and
educational affairs of the new nation.
• With independence, came the opportunity for Indonesia to divest itself of
significant Dutch and Japanese influence. The languages that came to
prominence in Indonesia during this period were categorized as: 1) regional
or vernacular languages (bahasa daerah); 2) national language (bahasa
Indonesia); and 3) foreign languages, e.g., English, German, and Arabic
languages
19. HISTORICAL DEVOLOPMENT OF LANGUAGE POLICY
The independence and post-independence phase: 1945-1966
• English became the first foreign language taught from secondary
school to higher education (Dardjowidjojo, 1998; Nababan, 1991).
• This implicit bi/multilingualism policy has become part of the
Indonesian national language policy and planning from the
independence period (1940s-1950s) to the new order government
regime (1960s-1990s).
20. HISTORICAL DEVOLOPMENT OF LANGUAGE POLICY
New order regime phase: 1966-1998
• Bahasa Indonesia was strongly promoted through the use of ‘good
and correct’ (baik and benar) language (Hooker, 1993).
• The central government promoted the teaching of English as a foreign
language not only for secondary education but also more importantly
for primary schools along with the teaching of vernacular languages.
• Many education institutions began considering using English as a
medium of instruction. In higher education contexts, English
flourished as it was frequently used in teaching subject in many
universities
21. HISTORICAL DEVOLOPMENT OF LANGUAGE POLICY
New order regime phase: 1966-1998
• English was spreading among few elite and privileged Indonesians
in educational and non-educational contexts.
• The United States of America supported the use of English in the
Indonesian education systems.
• As a result, many Indonesian graduates expanded their abilities to
learn English as a foreign language.
22. HISTORICAL DEVOLOPMENT OF LANGUAGE POLICY
Reformation phase: since 1998-present
Firstly, the approval of the new Education Act (Departemen
Pendidikan Nasional, 2003), which acknowledged the two languages
(Indonesian and English) as a medium of instruction from primary to
higher education levels.
Secondly, two following laws: the Law for Languages, Flags and
National Anthem (Sekretaris Negara Republik Indonesia, 2009) and
Law for Higher Education (Ministry of Law and Human Rights, 2012)
supported the use of two languages (Indonesia and English) as a
medium of instruction.
23. HISTORICAL DEVOLOPMENT OF LANGUAGE POLICY
Reformation phase: since 1998-present
In particular, the implementation of bilingual education policy in
higher education aimed to promote universities in Indonesia to be
internationally recognized. This policy intended not only to attract
international students but also to expand the university partnership
with other accredited and recognized institutions overseas such as
joint double degree programs.
