The Study of Ethnic Identities in the Context of Illiteracy among Students at Border Patrol Police Schools in Northern Thailand

Abstract

The objectives of this research were to: 1) study the ethnic context of families and students and its effects on the literacy of students at the border patrol police schools and 2) propose guidelines to adapt teaching and learning methods and support ethnic and multicultural identity-based learning. Qualitative research methods including in-depth interviews, focus group discussions, and observations of teaching and learning were used from the early childhood level to grade 2 at Ban Mai Phatthana Santi Border Patrol Police School, Chiang Mai Province and Ban Mae La Ngio Border Patrol Police School, Mae Hong Son Province, which catered to the Karen ethnic groups. Informants included students, parents, and teachers.
The findings indicate that limited practice to speak and write the Thai language was the primary cause of illiteracy, as the students predominantly used the Karen language at home and school. Inconsistency between teaching materials and students' experiences was another contributing factor. To address these issues, the study recommends a meaning-based approach to teaching and learnings Thai, with teaching materials aligned with children's life experiences, and enjoyable activities in the Thai language learning plan in addition to repetition after the teacher. These guidelines could potentially improve literacy rates among students.