Language and Minority in the Making of Modern Thailand

_________ 李育修教授____著 by Hugo Yu-Hsiu Lee, Ph.D. Language and Minority in the Making of Modern Thailand: INTRODUCTORY GUIDE 泰國庶民和弱勢群體的草根式語言學習和語言使用。 2 以雙語、多語的學習和使用幫忙解決社會之問題 Towards Development and Social Change All rights reserved. Published 2018 Published and Printed in Taipei, Taiwan 被封稱「弱勢族群的語言學家」在泰國人眼中第一名的台灣教授最新著作聯合國五部門長官、美國、日本、秘魯、泰國等當代傑出語言學家、台灣語言教育家隆重推薦 3 To applied linguists, sociolinguists, foreign/second language teachers, language educators, nonprofit and non-governmental organizations (NGOs) who are ready to help minority peoples become competent and strategic bi-/multilingual language users hereby they stance a better chance to achieve sustainable economic & social development Written & Compilation @ 2018 by Hugo Yu-Hsiu Lee All rights reserved. No part of this book may be reproduced, in any form, without written permission from the author. First published 初版 2018 First Edition Published and Printed in Taiwan by EzLearn (易學網), Taipei [email protected] 泰國庶民和弱勢群體的草根式語言學習和語言使用。 (以雙語、多語的學習和使用, 幫忙解決社會之問題) Language and Minority in the Making of Modern Thailand: Introductory Guide (Towards Development and Social Change) 4 Includes bibliographical references. Content: English (90 %) vs. Mandarin (Chinese) (10 %) ISBN: Lee, Hugo, Y-H. (2018). Language and Minority in the Making of Modern Thailand: Introductory Guide (Towards Development and Social Change). Taipei: EzLearn (Taiwan). The right of Hugo Yu-Hsiu Lee (李育修) to be identified as author of the book has been asserted in accordance with the Copyright Act in Taiwan, Thailand and USA. The electronic file must not be altered in any way. The author of this book is permitted to use this PDF file to generate printed copies for personal use and share it within academic circles. Permission is also granted to use this PDF file by universities, institutes, organizations and individuals on the condition that permission should be obtained from the author. However, it is not permitted to post this PDF file on the internet and share it on open- access sites (e.g., Academia.edu, ResearchGate) without the permission from the author. Please contact the author at [email protected] for any other use of the material. 5 LANGUAGE LEARNING FOR SOCIAL INCLUSION Why learning a foreign or a second language is a social justice issue? Join us to make the difference 6 The campaign’s vision is: “Language education should reduce inequality and encourage inclusive growth, and help marginalized populations achieve sustainable development goals.” The campaign’s mission is: “To enable social changes towards sustainable development through an integrated language solutions approach.” ______________ 7 ___________ 弱勢族群的語檔與語言學習和使用來解決社會問題的運動 2010 年代最具雄心的大曼谷地區弱勢族群語言使用田野調查和語料收集計畫 , 當推 Collaboration for Equity in Language L e a r n i n g 。截至 2 0 1 8 年為止 , 共收集孤兒院殘疾院童、尋求政治庇護者、都市難民、酒吧女 (愛情企業家)、按摩女、餐廳服務生、街頭青少年工作者等上百人的語言使用資料。 8 美國培養之台灣學者、聯合國雇員東協之都泰國語言學界 4000 天研究卷 Language and Minority in the Making of Modern Thailand: Towards Development and Social Change INTRODUCTORY GUIDE 泰國庶民和弱勢群體的草根式語言學習和語言使用。 (以雙語、多語的學習和使用, 幫忙解決社會之問題) © Hugo Yu-Hsiu Lee, 2018 2011-2017 李育修博士原著 2018 李育修博士更新、漢譯並校注 9 _____________ About the Author Hugo Yu-Hsiu Lee earned his doctorate at the Wendell W. Wright School of Education, USA. He is an award- winning researcher at the Indiana University- Bloomington, USA (2005-2010) and the National Institute of Development Administration, Thailand (2010- 2018). He is Assistant Professor of Applied Linguistics and Lecturer of Intercultural Communication and Nonprofit Marketing, ASEAN’s leading International College for Postgraduate-only studies (known as ICO- NIDA). He is currently the United Nations Consultant (Since mid-2016, he was awarded the United Nations consultancy status by the United Nations, Economic and Social Commission for Asia and the Pacific). He lives in Bangkok (Thailand), Kaohsiung (Taiwan) and Bloomington (Indiana, USA) between 2005 and 2018. https://indiana.academia.edu/YuHsiuLee 10 │作│者│簡│介│ 李育修教授 1978 年 11 月生於台灣 (90 年代高雄業餘街舞家), 2010 年美國印第安那大學語言教育博士 (美國印第安那大學語言教育碩士、美國印第安那大學比較文學博士輔系畢、美國印第安那大學東亞研究博士第二副修畢、美國南方信浸會神學院同步碩士畢), 曾擔任東南亞公約組織旗下亞洲理工中文項目創辦人 ( 第一任 ) 、曾獲得美國印第安那大學哈世迪傑出研究員獎得主、以及美國印第安那大學紀念史特蘭學者榮譽獎。(李育修博士被台灣實踐大學評選為 2018 年傑出校友。) 除了美國發展之外, 也在泰國學術圈闖蕩 9 年, 李育修博士亦被泰國語言學界認定為庶民語言學家, 也是多位泰國語言專業熱血博士生「用語言促成社會改造」運動的啟蒙者。 11 目前擔任聯合國亞太經濟社會委員會 (聯合國亞洲總部)人事處顧問、聯合國學習中心 (聯合國會議中心 3 樓)團隊成員, 以及聯合國官方語言中文項目 (聯合國官員和雇員之中文班)導師, 並出任聯合國官方語言試卷主要出題員和試卷評分員。上圖. 育修畢業的美國印第安那大學 - 教育學院 (語言教育系碩博士班) EzLearn│台灣易學 12 Photo Credit: Author’s American Mother Sue Carolyn McClary ______________ 13 DEDICATION To my loving wife, Araya Lee and my daughter, Chayanis Lee. Dedicated to strategic language users across minority communities. To all minority peoples who have sought to become competent bi-/multilinguals for social inclusion and social justice. Together we will achieve sustainable economic & social development. I dedicate this book especially to the tens of thousands of asylum seekers, urban refugees, orphans with and without disabilities, bargirls, street teen labors and street sex workers who are the most marginalized and vulnerable in Thailand 14 謹以此書獻給我摯愛的泰國老婆和泰國女兒和故鄉台灣高雄、屏東的父母、親戚、朋友們美國印第安那州教會、大學的師長、朋友們以及大曼谷地區基層的雙語與多語族群朋友們 _____________ 從一位走進難民營、孤兒院、按摩院、酒吧的語言教育家 15 初版自序 PREFACE______________ AS I AM writing and revising preface, the 74th session of United Nations, Economic and Social Commission for Asia and the Pacific (held from 11 - 16 May 2018 at the United Nations Conference Center, Bangkok), is now in full swing to address the issue of inequality (Theme Topic: Inequality in the era of the 2030 Agenda for Sustainable Development). Discussions about information and communication technology, environment, economics, financing, trade, investment, transport, energy are held among United Nations senior officials and ministerial representatives during the 74th Commission. 16 Nonetheless, inequality of opportunity to access basic education rights, services and resources such as suitable learning materials, pedagogy and teaching methods required for individuals and groups to communicate with foreign customers and trade partners from other countries is not addressed by the United Nations. The cost of ignoring inequality of opportunity to learn globally dominant, foreign and second languages is significant. 17 The book finds that inequality is on the rise in Thailand and unequal access to opportunities such as foreign and second language learning (particularly dominant- language learning opportunities) has left enormous marginalized individuals and groups behind, resulting in widen inequalities of outcomes, particularly in income. The book also finds that to converse in a foreign/second language is closely associated with opportunity and power to increase income. This is particularly true for the urban poor and those who work in the service industry. There is a growing recognition that strategic bi- /multilingualism in individual and group levels is good to boost economic growth. Research (as reported in the book) demonstrate that marginalized individuals and groups with high access rates to dominant, foreign, second language learning opportunities have lower poverty rates. In other words, minority peoples who actively foster foreign/second language learning gain more rewards in their workforce. 18 Access to humanitarian-based language-support programs and informal foreign/second language learning resources is crucial for achieving sustainable development goals (SDGs) for different groups of minority peoples by helping reduce and combat poverty, increase employment opportunity and advance formal and informal education. In the last decade, language solutions to social problems have not yet become a central focus of research, development planning and implementation of plans by the United Nations and civil society leaders. However, language solutions to social problems are essential to help realize United Nations’ SDGs. Micro language planning, precision language education, informal language learning, competent and strategic bi-/multilingualism, for instance, help reduce poverty (SDG1) and reduce inequality (SDG10), support the development of education (SDG4) and industry (SDG9), and ultimately boost economic growth (SDG8). 19 FIG. Sustainable Development Goals (SDGs) by the United Nations Direct and Substantial Contributions by Language Solutions Approach: Ex. SDG 1, SDG8, SDG10 _____________ 20 僅靠學習和使用第二語言和外語,變成「策略性」的雙語和多語者,當然還不足以解決所有經濟問題或是終結貧窮問題。可是,語言解決之道是替社會底層族群開啟一道可行之門。而且以作者在過去九年 (2010-2018) 走訪泰國基層和弱勢族群發展泰國「草根式」語言學習的經驗, 透過這扇門走出出口, 其實還蠻通暢的。 Indirect and Partial Contributions by Language Solutions Approach: Ex. SDG2, SDG3, SDG 4, SDG 5, SDG 11 “To prosper economically and to improve relations with other countries, Americans need to read, speak and understand other languages.” -- Arne Duncan, U.S. Secretary of Education 2010 21 The Next Grass-Root Language Pedagogy For decades, earthly civil governments put their faith in the classroom-based formal, first, second and foreign language education programs and their broadly accepted teaching methods. However, against a background of foreign/second language deficit where instructional methods across public schools and colleges is in crisis to produce their graduates in a disadvantaged position largely due to the lack of foreign/second language skills, that faith has faded. This is certainly not the first time, the author, as a meaningful member of linguistic community, is openly

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