Le plurilinguisme à l’université en Thaïlande : entre discours, pratiques d’enseignement et pratiques d’apprentissage
Author: Imsil, Niparat
Under the direction of: Emmanuelle Huver
University of Tours
Texte français
Keywords: Language science, Thailand, Multilingualism, Multilingual didactics, Thai universities, Thailand, Multilingual education, Languages, Studies and teaching, Modern languages - Language acquisition, Language policy.
Abstract
Thailand is considered as a monolingual country but, in reality, many Thai people are multilingual. Nowadays, at macro level, the government, schools and universities encourage the learners to study foreign languages. However, at micro level, teaching and learning languages still focus on monolingual didactic. Using only one language in classroom is the main practice of the teachers. Using other languages in classroom is less accepted. Based on this finding, the researcher wants to investigate about didactic practices of teachers, learning practices of students, and how both of them are using their multilingualism for teaching and learning. To reply all of these questions, qualitative methods are used : questionnaires, interviews with French and English students and teachers and students’ written productions. This thesis invites us to think about some avenues for the development of multilingualism, as well as to question the discrepancy between institutional discourse, the practices of teachers and the practices of students. Our survey data analysis revealed that teachers and Thai students recognize their multilingual competences and they both can use their own multilingualism in teaching and learning practices. Regarding to the teachers, practices are quite diverse : they range from monolingual didactic (using only the target language) to weak or strong forms of multilingual didactic. As for the linguistic practices of the students, survey data analysis has shown that students also use several languages for their learning.
