Wanna TienmeeFoundation for Applied Linguistics

The Use of Language(s) in Classrooms in Ethnolinguistic Communities in Thailand: Documentation of MTB-MLE/BE Innovative Pedagogy and Best Practice

5th International Conference on Language and Education: Sustainable Development through Multilingual Education

19-21 October 2016 Bangkok, Thailand

Thai formal education system

Typical classroom for ethnolinguistic minority children in Thailand can be described in three aspects.

1 2 3Pedagogy and Best Practice

Its outcomes and impacts for children in

Ethnolinguistic communities in

Thailand

The Use of Language in

Classrooms in Ethnolinguistic Communities in

Thailand

The use of language in classroom

Only Thai language is used in classrooms for normal schools in Thailand. This is fine with the Thai speaking children because it is their first language

or mother tongue; but Thai language can be a barrier or obstacle to children who do not speak Thai as their first language.

1

Language dynamics in class with MTB-MLE/BE

• L1 is used to communicate between teachers and students on daily routine issues.

• L1 is used to communicate among children themselves.• L1 is used to communicate and explain concepts in each

subject for students in lower grades and with L2 in the higher grades.

2 Pedagogy and best practice

Considering whether the language used between teachers and students is an efficient learning tool or a learning barrier

Teaching and learning conditions➤ Meaningful, active and real learning with much interaction between teacher and students

➤ Teachers value the importance of students’ first language and their prior knowledge

➤ Literacy starts in students’ first language first in KG2

➤ The physical arrangement in classroom reflects teaching mindset using the child-centered learning approach. Students’ desks are in group of 4-6 depending on the class size.

MTB-MLE/BE teaching and learning materials

Materials developed and used in MTB-MLE/BE schools are based on the following principles:-1. Reflect community’s

culture and livelihood2. Increase level of

learning step by step3. Emphasize both

meaning and accuracy

TTypes of MTB-MLE/BE teaching and

learning materials

➤ Instructional material: curriculum is based on the national basic core curriculum, children’s first language and Thai as a second language curriculum, teaching aids reflect children’s culture and ways of life.➤Graded reading materials, context and age appropriate in at least two languages, including spelling and phonic books in both languages

MTB-MLE/BE Teaching Methods

➤ Teaching students’ first language as a subject: effectively teaching students to read and write in their mother tongue➤ Teaching Thai as a second language: effectively teaching students to understand and to communicate with confidence➤ Encouraging students to use their first language for thinking skill development➤ Using students’ (L1) and (L2) (Thai Language) as mediums of instruction➤ Using L1 and L2 in a structured way to communicate concepts in other subjects ➤ Building in embedded assessment by observing and checking all the time whether students really understand what the teacher and local teaching assistant introduce to them.

Language of instruction patterns in kindergarten level

Language of instruction patterns in lower primary level

MTB-MLE/BE teaching practices➤Child-centered and community based approach: using children’s and community’s language, culture and knowledge first as a solid foundation and building to the new knowledge, new language.➤ Language learning: teachers are specifically trained to teach literacy in L1 as well as teaching L2 as a second language literacy. ➤ Language of instruction pattern: sandwich model of using L1 and L2 to prepare students for the higher grade level.

3 Impacts and outcomes

Not only to get all children in ethnolinguistic communities into school, but also to be able to access quality learning. They

should not just learn to read but will read to learn.

Impacts on Ethno-linguistic

children

Self-confidence,

happiness, and real learning in

class

Adjustment time from home to

school is reduced remarkably

Literate and fluent in at least L1 and

L2

Love of reading and

lifelong learning

High level thinking

skills

Academic achievement for high level

study

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