The Study Of Chinese Language Teaching In Thailand Overseas Chinese Schools

Thailand has a high concentration of ethnic Chinese and overseas Chinese people among the Southeast Asian countries, and Chinese languages, including Mandarin, are commonly used at work and in daily life. The study of Chinese language teaching in Thailand has a very long history and it will be enhanced and never be interrupted although it has experienced a lot of challenges. Consequently, recently there is a saying in Thailand regarding the teaching of Chinese language, which goes, "only those who master Chinese, English and Thai languages well will they be the qualified people in future market competition". As a result, a lot of people have the enthusiasm to learn the Chinese language. Obviously, Chinese language is becoming more and more popular, thus, there is "Mandarin fever" in Thailand.Thailand overseas Chinese schools are the main institutions for disseminating Chinese traditional culture and instill the spirit of this culture. The number of Thai Chinese language teaching schools has fluctuated due to various policies toward Chinese language during different periods in the history of the country. The country had more than 600 schools in the golden age and less than 100 schools during declining stages. Chinese teachers had experienced numerous misfortunes and often had to give up teaching in search of work elsewhere. In contemporary times, because of globalization and the improvement of Sino-Thai relations, there is a glimmer of hope of renewal for overseas Chinese schools in Thailand.This survey aimed at obtaining an understanding of overseas Chinese schools and Chinese language teaching in Thailand. Data for the survey were collected from different sources, including government and its polices, schools, teachers, teaching materials and students. Documentary analyses, field research and comparison methods were used in the thesis with research carried out in Thai overseas Chinese schools in 2008. A questionnaire was sent out to 117 Thai overseas Chinese schools, to which 94 schools responded. The respondents were chosen randomly as representatives from three overseas Chinese schools in each district. Two teachers from each school, representing a total of 30 teachers and three students from each school totaling 45 students were interviewed. The researcher summarized her teaching experiences and carried out the research using primary and secondary data to obtain first-hand information.The thesis consists of the following parts: preface compiling the reasons for choosing the topic, summary of documents, range, theoretical basis and aims of the study, keywords, explanations, etc.Chapter I presents the history of Chinese language education and the policy of Chinese education in Thai overseas Chinese schools. Firstly, the history and development of Thai overseas Chinese schools, which consists of the earlier stage (18th century to end of 19th century), the period of quick development (early 20th century to 1937), the period of recession (1937-1945), the period of post-war recovery (1945-1978) and the period of rapid development (1978-present). Secondly, the status of overseas Chinese schools in Thailand is discussed. An analysis and classification of school categories, the whole teaching classes and the Chinese teaching classes are outlined. Thirdly, Chinese education polices in Thai overseas Chinese schools, which comprise:"Thailand Public Schools Regulations in 1918", "Compulsory Education Regulations in 1921", "Supplementary Regulations of Thailand Public Schools in 1927", "New Thailand Chinese Culture Management Ground Rules in 1936", "Treaty of Friendship between China and Thailand in 1946", etc. are delineated.Chapter II presents Thailand overseas Chinese schools Chinese language teaching materials and methods. Since materials and teaching methods are related, the chapter is divided into sources and contents of the materials. Currently, the teaching materials come from the Chinese mainland, Thailand's Ministry of Education, the Council of Overseas Chinese and own (the schools') teaching materials. This shows that there is a variety of Chinese textbooks. Teachers should therefore select appropriate teaching methods. The teaching methods are divided into innovative methods and commonly used teaching methods. The teachers of Thai overseas Chinese schools often use such teaching methods as conversation, reading, guided reading and discussion.Chapter III discusses Chinese language teachers in Thai overseas Chinese schools. In addition to textbooks, the teacher is clearly also very important in education. A teacher's role is to disseminate knowledge to students. As such, this chapter focuses on the general situation, the sources and conditions of teachers, teacher training, teachers' development and teacher assessment.Chapterâ…£describes the student in Thai overseas Chinese schools. The student is the teaching object of teacher, so teachers'who instruct must consider their students'needs. This chapter mainly discusses the general situation of the students, learning objectives, as well as students'difficulties in learning Chinese.Chapter V discusses the international exchange programs for Thai overseas Chinese schools and Chinese language teaching including teacher cooperation, student cooperation, co-teaching materials and Confucius classrooms. All these areas of cooperation promote Chinese language teaching development between China and Thailand.Chapter VI discusses problems and trends in Chinese language teaching in Thai overseas Chinese schools. Based on the research findings, main issues and trends are raised: policy, Chinese language teachers, Chinese teaching materials, students and schools. Amongst issues raised, national policy affecting schools, teachers and students. Therefore, the researcher proposes solutions to the problems and provides development trends for the Ministry of Education.At present, although Thailand's universities offer Chinese profession or Chinese language training and sets up many of the Chinese language courses, the overseas Chinese schools have their own characteristics. Their aims, education management and teaching methods are different from those of other schools. In addition, Chinese culture and customs are still preserved in overseas Chinese schools and transmitted to the children of ethnic Chinese in Thailand. Therefore, the overseas Chinese schools merit studying in order to develop an in-depth understanding of their teaching approaches and management styles.