MANUSYA: Journal of Humanities Vol.9 No.1 (2006)
TEACHING OF GERMAN IN teaching of German in Thailand. The author THAILAND: PAST, PRESENT, attempts to state these by means of addressing further questions in the AND FUTURE conclusion and epilogue about the interpretation of the Educational Reform Act, Wanna Saengaramruang1 the objectives of German language teaching at high-school level, the factors to be taken Abstract into account in teaching foreign languages, and, particularly, the policymakers for This paper aims firstly to give an overview of Thailand’s foreign language learning, the development of German language including the German language. teaching in Thailand at both high-school and university levels from the past up to the History present time, since German has been taught in Thailand for more than 80 years and its German language courses were offered for the 2 development has not been studied and first time at the Faculty of Arts and Science, 3 documented systematically or continuously. Chulalongkorn University in 1920 , three The survey and analysis of German teaching years after the founding of the University. The in Thailand in this paper deal with history, first lecturer in the German Language was 4 teaching approaches, curricula, the Phra Montri Pochanakit and in 1935, the first development of teaching materials, the native German lecturer, Dr. Klaus Wagner (the number of German language teachers, first state-university lecturer in the German students, and schools, the attitudes of language), came to the Faculty of Arts. German language teachers, the expectations German courses were suspended during World of and attitudes towards German teaching War II and resumed only in 1957 by Dr. among high-school students, and an analysis Georg Heuser from the DAAD (German of the decreasing number of German Academic Exchange Service). The aim was to language teachers and students. establish German language teaching at 5 Furthermore, this paper also showcases different levels. To realize this, the first group other research works, support organizations, and activities for German language teaching in Thailand. 2 This faculty offered the following subjects: languages, literature, and sciences. It is the current The second purpose of this paper is to point Faculty of Arts. out main problems in the future for the 3 From the report on self-evaluation, Department of Western Languages, Faculty of Arts, Chulalongkorn University, July 2000. 4 Festschrift (1967: 1). Phra Montri Pochanakit 1 Ph.D., Associate Professor, Faculty of Arts, studied Chemistry and Pharmacy many years in Chulalongkorn University. The study was funded Germany before World War I. Later he was a by the Faculty of Arts, Chulalongkorn University professor at Chulalongkorn University. 2005. Thanks to Keeratikhun Chuenchomrat for 5 The offering of German at the Faculty of Arts help in translation. was made possible by the cooperation of various
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Teaching of German in Thailand: Past, Present, and Future
of ten graduates was sent to the Goethe Language and Literature at the University of Institute in Munich, Germany, to learn Marburg, sponsored by a DAAD scholarship. German. Ampha Otrakul was among them. After that, she was appointed Head of the After one year and a few months, she returned German Language Department, Faculty of to Thailand in 1959 with the certificate for Arts, until her retirement in 1995. Apart from Teaching German as a Foreign Language and teaching, Ampha Otrakul was a pioneer in a taught at the Faculty of Arts, Chulalongkorn number of German-related fields and has University. Thus, she became the first state been recognized at the international level. lecturer in the German language6. Her most important accomplishments include the translation of German literature and youth A German language programme was, in fact, literature into Thai, the translation of Thai offered in 1957, but the first group of literature into German8, and the production of students was not from the Faculty of Arts but a Thai-German dictionary. Moreover, she has from the Faculty of Education. By the end of been the President of the Association of academic year 1962 the first group of three Teachers of German in Thailand for five two- graduates majoring in German was produced. year terms, from 1993 to 2000 and from 2003 One of them, Chompit Saradatta, was granted to the present. In the Faculty of Education, a scholarship from DAAD to study in Surapee Sunghapichai was recognized for her Germany. Then she taught at Chulalongkorn dedication to the development of the German University Demonstration School. At that programme, especially the production of time, there were only three students in the German language teachers at the high-school Department of German Language, Faculty of level. Thanomnuan O’charoen is another key Arts. 1963 was also the first time that two personality in developing the German high-school students majoring in German programmes of the Faculty of Arts. Among passed the Entrance Examination to study in other things, she initiated the first M.A. the Faculty of Arts. They continued to study programme in German Language and German and graduated with a B.A. in 1966. It Literature in 1974, the M.A. programme in can be said that the Faculty of Arts was at Translation and Interpretation (German- that time the first institute to produce teachers Thai)9, and the Ph.D. programme in German of German at high-school and university levels7. In 1968, Ampha Otrakul graduated from the Ph.D. programme in German 8 For example, the translation of Faust by Johann Wolfgang von Goethe, the translation of the works of Böll and those of Nöstlinger; the organizations: Faculty of Arts, Dean, the Head of translation of the German parts of “King the Department. For German organizations: Chulalongkorn’s Letters from Germany, England DAAD, the Goethe Institute, the German and France to Her Royal Highness Princess Embassy, the German Association for Research Nipanopadol on His Visit to Europe in 1907”, etc. (Deutsche Forschungsgemeinschaft, DFG), Inter 9 Thanomnuan O’charoen was also the committee Nationes, etc. See Festschrift (1967) and 1. president for the Master’s Programme in Thailändisches Germanistentreffen (2002). Translation and Interpretation in 1994. This joint- 6 Festschrift, 1967: 22. project included the Department of English, 7 Festschrift, 1967: 9, 26. German, French and Japanese. The Master’s
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MANUSYA: Journal of Humanities Vol.9 No.1 (2006)
language. Wanna Saengaramruang, the first taught by Dr. Hans Klein, who also taught at with a Ph.D. in German as a Foreign the Faculty of Arts, Chulalongkorn University. Language from the University of Kassel In addition, other important contributions to 1992, was a pioneer in the writing of German German language teaching at the high-school language textbooks, reference works, and level were made by Srinantha Silapasawat, handbooks for Thai learners, starting from the former education supervisor of the German Grammar I (for Thai Learners) in Ministry of Education, and Prisna Taatloha of 1983, Thai-German Tourism Dictionary 10 in the Goethe Institute. Both of them have 1988 and other textbooks and dictionaries dedicated themselves to curriculum design, for German language learning in Thailand. teaching materials, and activities, authoring Moreover, she has been the thesis advisor to for example, the series of high-school graduate students in German as a Foreign textbooks Viel Spaß mit Deutsch and Language. Most of them are German language organizing Friday seminars (since 1975)12 for teachers at high-school and university levels. German teachers. Another personality was Apart from the graduate-degree programmes Clemens Terörde, Head of the German in the German language offered by Language Division and Deputy Director of Chulalongkorn University, the M.A. the Goethe Institute (1990–1998).13 With his programme in German as a Foreign Language advice and support, a number of teachers, has been offered by Ramkhamhaeng both at high-school and university levels, University since 1999. were granted scholarships to attend training in Germany.14 He gave also support to the German language teaching at high- Association of Teachers of German in school level Thailand in 1993.
The first high school to offer German language instruction was Bophitphimuk School in 1934, according to the Announcement of the Ministry of Education.11 The teacher was Mr. 12 Taatloha (2002: 202). Reinhold Oswald Geisler. In 1941, a two-year 13 German language course was offered at the Clemens Terörde was recognized as a specialist then prep school of Chulalongkorn University, in Asian and Western cultures with more than 30 years in Asia (1967–1998), for example, Bangladesh, Indonesia, India, and Thailand, 8 years before his retirement. See more information in the article “Vesuch einer Bilanz” in TDLV- Forum 6/2001: 109–15 and TDLV-Forum 8/2003: programme in English-Thai Translation and 1–11. nd Interpretation was launched in the 2 semester of 14 From 1990 to 1997, 106 scholarships to 1999 and then followed by the French–Thai Germany were granted to Thai teachers, 18 to programme (O’charoen, 1998: 71–75). Vietnamese teachers, and 9 to teachers from Laos 10 Funded by the Faculty of Arts 1984. under Mr. Terörde’s consideration. Two training 11 Found in the History of Bophitphimuk School, scholarships were granted to Thai teachers to attend 108th anniversary, p.83, ref. to Taatloha (2002: training courses for teaching German in Indonesia. 195). See more information in TDLV-Forum 2/1997: 86.
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Apart from the Supervisory Unit15 in the a. Four-year undergraduate curriculum Department of General Education in the for students from the Faculty of Ministry of Education, there are other Thai Arts: and German organizations which have played This curriculum was specifically a key role in supporting German language designed for the students of Arts. learning in the form of scholarships and Emphasis was given to language, cultural activities. Foremost among them are literature, and history. It required the Thai–German Society (Thai–Deutsche 7–9 hours a week, and students Gesellschaft) in Bangkok, the German–Thai had to have studied German for Society in Bonn (Deutsch–Thailändische two years in high school. Gesellschaft e.V., Bonn), and the Thai- German Cultural Foundation (Thai–Deutsche b. 3–4-year undergraduate curriculum Kulturstiftung). The Thai–German Cultural for students from the Faculty of Foundation has, for instance, granted many Education: Thai–German language teachers scholarships The curriculum required 7–9 hours to study in Germany since 1996. Moreover, it a week and emphasized language. has supported other cultural activities Introductory courses in literature financially, for example, the translation of and history were also offered. German short stories into Thai on the occasion of HRH Princess Sirindhorn’s 48th c. Two-year curriculum for students birthday in 2003.16 from the Faculty of Sciences: The courses offered were elective German language teaching at courses requiring 2–3 hours a week. university level d. Other courses for lecturers and In the first few years of the German language students from different faculties. programme, the courses available could be divided into two types: those for students from Years later, German language instruction was other faculties and those for the students of offered in many high schools and Arts. Undergraduate curricula, first designed universities, both public and private, at in 1957,17 had different emphases, as follows: different levels. Apart from English and French, German was offered as major, minor, and elective courses. The curriculum designed by the Faculty of Arts was used as a model, with some modifications made as 15 The Supervisory Unit was abolished after the needed. For example, at Khon Kaen merging of the Ministry of University Affairs 18 and the Ministry of Education. University, most German courses offered 16 Translated by lecturers of the German Section, dealt with German for careers because a Faculty of Arts, Chulalongkorn University. survey conducted among high-school 17 This first German programme was offered in the form of a percentage system in 1957 and many revisions were made. The credit system was first used in 1972 (O’charoen, 2000: 18). 18 Weerananthanaphan, 2000: 312.
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students in the northeastern region in 1997 Phase II (1975–1989): Audio-lingual/audio- showed that the following courses were visual method: Based on stimulus–response popular: German for tourism, German for theory (mother–child method), the audio- hotel management, and German for business lingual/audio-visual method was adopted and trade. Thus, the number of literature and during this period, together with the textbooks linguistics courses were reduced in order to Deutsch als Fremdsprache 1A/1B by Braun, respond to the market. At Ramkhamhaeng Nieder, and Schmöe. These teaching methods University, the emphasis was placed on self- were popular in the 1970s and many forms of study courses; therefore, textbooks were audio-visual media were used, for example, produced for self-study. tape cassettes, slides, and films. Through the media mentioned, communicative skills were Current German language teaching practiced. Conversations in different situations in Thailand as well as pattern drills in the textbooks contributed to communicative-oriented Teaching approaches and material at teaching. high-school level Phase III (since 1989): Communicative 19 One characteristic of German language Approach: Based on the “Regionallehrwerk” teaching in Thailand was that the teaching (Region-based teaching) approach, the approaches were similar to those adopted in series of textbooks Viel Spaß mit Germany. This was because the same Deutsch 1, 2, 3 was initiated by Thai textbooks were used. The methods of German language teaching and the development of textbooks can be divided into 19 In the 1980s, region-based teaching approaches three periods as follows: to producting teaching media were much promoted in Germany. This was because, according to a Phase I (1970–1974): Grammar–translation group of academics, textbooks produced under the method: During this period the methodology concept of universality (produced by Germany) of grammar–translation was adopted, together were ineffective in different cultures. Thus, with the textbook Deutsche Sprachlehre für regionally-customized textbooks were likely to be Ausländer (Grundstufe in einem Band) more suitable. As a result, German language teachers in each country would rearrange learning written by Schulz and Griesbach. The topics as appropriate. The objectives and teaching emphasis was on German grammar and approaches should be learner-oriented, and possible written language more than on spoken future careers should be taken into account. During language. Teaching techniques were the 1980s, region-based teaching was supported by translation and sentence composition. the Goethe Institute in many countries. Textbook Through these approaches students were series consisted of a learner’s book, a workbook, a trained to think logically and develop teaching handbook, a glossary, and tape cassettes. grammatical competency. However, they In Asia, a series of textbooks called Lernen Sie lacked communicative skills. The students Deutsch was produced for use in Korea in 1980 and trained by this method thought that language the textbooks called Kontakte Deutsch, Lehrwerk für Oberschulen in Indonesien for use in Indonesia was grammar and vice versa. in 1982 and 1983.
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German language teachers. Volume 1 was The number of German language finished and used in 1989.20 The project to Teachers, Students, and Schools write textbooks for Thai students took six years to complete and was financially Divided in different periods, the number of supported by the Goethe Institute’s head German language teachers, students and office in Munich in cooperation with the schools are as follows: Supervisory Unit of the Ministry of Education. It can be said that Viel Spaß mit 198923 199124 200125 2004 200526 Deutsch was the first student-oriented Total German textbook in Thailand because most number of 38 38 5827 51 54 of the content dealt with what Thai students teachers at high school were interested in. Moreover, Thai culture level and traditions were added to train students to Total disseminate Thai culture to German-speaking number of tourists. This idea was very innovative and German students in 1,410 2,265 3,347 2,426 3,744 revolutionary at that time. grades 10, 11 and 12 In 1981 foreign-language teaching at high Total 21 school level was changed from 2 to 3 years. number of At present, German is offered as a major at German 28 schools 20 23 41 38 43 high school level (Grade 10, 11, 12). It is also offered as an elective course for sciences and art–mathematics students in grades 10, 11, 12 or students in grades 7–9 in some schools.22 Moreover, after the educational reform, the 23 Saengaramruang, 1992: 39. role of the Ministry of Education has been 24 Taatloha, 2002: 202–03. changed to the macro-policy maker and each 25 Taatloha, 2002: 203. educational area of the country has been 26 Thanks to Prisna Taatloha for the information authorized to add local content to the of 2004–2005 common curriculum formulated by the 27 Boonchim (1999: 70) indicated that the number of Ministry. This aims at encouraging the German language teachers was 53 and that of participation of students’ parents. Subjects students was 32 in 1999. The increased number of are reclassified into different classes. German language teachers in 1999 to 53 was partly caused by the transformation programme (a programme of training other foreign-language teachers to be German language teachers) initiated 20 Saengaramruang, 1992: 40. by the Goethe Institute. 21 Saengaramruang, 1992: 39. 28 Among these, 35 schools were under the 22 Thailand’s old educational system is 7-3-2 (7 Department of General Education, 2 under the years of primary school, 3 years of junior high Minister of University Affairs, and 3 under the school and 2 years of high school). It has changed office of Private Education. For more information to a 6-3-3 system (6 years of primary school, 3 about the school list, see Taatloha (2002: 200–01). years of junior high school and 3 years of high school).
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Statistically, the number of teachers, students teachers).30 The researcher found that only and schools doubled from 1989 to 2001, but one teacher hadn’t been to Germany for any these numbers decreased in 2004. (There training. The rest had been to Germany for were sciences and art–mathematics students academic purposes at least once. Twenty of that studied German, but the total number of them were in Germany for 2–3 months, and hours per week is less than the number of ten for 1–4 years. hours required for German majors). Comparing the number above with that of At present (2005), the number of teachers, other foreign-language teachers, especially schools, and students has increased again. English and French, German language This shows that students are more interested teachers had a better chance to go abroad in German, which is a good sign for the because of the various forms of support from German language in the future.29 For this the Goethe Institute and the DAAD reason, quality of teaching should be organization, for example, teaching advice and improved. To do this, clear objectives must scholarships.31 be set to determine the direction of teaching and to guarantee the quality. Marketing As regards the lack of German language approaches cannot be the chief consideration teachers in the past 10 years, the survey in policy making. showed that low salaries were the main reason (93.3% of those surveyed). New graduates Survey of German language teachers at tended to work for the private sector high-school level (95.6%).32 Moreover, new teacher-admission regulations require new teachers to have A study by Boonchim (1999) was conducted earned 16 credits of teaching courses. by means of a questionnaire for 45 high- Therefore, job opportunities were limited for school German teachers from around the those majoring in German from the Faculty of country (85% of all German language
30 Among these 45 teachers, one had a master’s 29 The increased number of students was probably degree in German, 28 teachers had bachelor’s due to the increasing number of German tourists, degrees in German, 13 teachers took part in the people who wanted to continue their studies in transformation programme, 2 had certificates of Germany because of the availability of the DAAD German teaching, and 1 had a ZMP certificate (the Information Office in Bangkok and the certificate of German language Intermediate Level). educational exhibition under the University 31 For English teachers, not all teachers have had a Marketing project. As a result, more students went chance to go to English-speaking countries for to Germany for continuing study because of the training or other experience. This affects the lower fees. However, educational subsidies will effectiveness of teaching because experience in a be cut by the German government. Moreover, country where the language being taught is spoken more people have been interested in learning helps build confidence. German at the Goethe Institute because, perhaps, 32 Boonchim, 1999: 74. more Thai women have married Germans.
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Arts or Faculty of Humanities, but not for 2. The teaching career those from the Faculty of Education (91.1%). Teaching, it can be said, is less attractive than The lack of the German language teachers led other careers because of the heavy workload to the closure of German language and relatively low income. School teachers programmes in recent years, even at famous sometimes may be assigned to teach other high schools with long-standing German subjects than their own specialization, programmes like Sai Panya School, Satri totaling about 18–24 hours per week. These Mahapruttharam School, Wat are exclusive of administrative work. Makutkasatriyaram School, Santirath School Moreover, the number of students per class is and Prakanong Pittayalai School. Many others disproportionate to the number of teachers. will soon follow the path. However, in the meantime, German language courses are being For these reasons, the teaching career is offered at some public high schools, as for relatively unattractive to graduates majoring example, Triam Udomsuksa Pattanakarn in German. The private sector, for example, School, Kanchanaphisek School in Nakorn German corporations, embassy, and Pathom, Kaen Nakorn Withayalai School in foundations, makes a better choice in terms of Khon Kaen, and Pattalung School in income and promotions. Pattalung, as well as Joseph Uppatham School, a private institution. Students
The current cause of the decreasing 1. Globalization and the popularity of number of German language teachers neighbouring languages and students (2004): In Thailand, most students learn English as The cause can be divided into two parts: the their first foreign language and French or teachers and the students. German as their second foreign language, respectively. Due to globalization, people have Teachers been active in learning foreign languages other than English. This can be seen from various 1. The retirement of German teachers foreign language services on television and radio, and in newspapers and films. Therefore, The retirement of German language teachers Thai people are more used to foreign caused vacancies which were supposed to be languages, in particular Japanese and Chinese. filled by new German language teachers. However, in reality, the vacancies were not For years, Japanese and Chinese have been reserved for German language teachers and offered at the high-school level. Apart from the decision to fill the vacancies depends on German and French, Japanese has been one the school’s administration and the need for of the foreign language options offered on the teachers of other subjects. entrance examination. For this reason, Japanese and Chinese are more popular than the European languages.
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2. Fewer job opportunities for German As for the qualities of good German language majors teachers at the high-school level, most high school teachers (more than 90% of those It is supposed that the greater the investment surveyed) thought that German language from German speaking countries, the more usage, knowledge about Germany, and job opportunities there are for German teaching methods were the most important majors. However, it seems that German and should be “very good” or “good”. Other language proficiency is not a factor for fields of knowledge should be “good” or employment because communication in “appropriate”, for example, German German firms is effected in English. In linguistics, literature, history, society, and contrast, Japanese firms prefer Japanese- politics. speaking staff. Some fourth-year students majoring in Japanese are offered jobs before For German language lecturers at the they graduate. Moreover, many scholarships university level, most high-school teachers to Japan for research and further study are felt that they were expected to have more also offered.33 expertise in the following fields:
Attitudes among German language German language usage, teachers at high-school level German linguistics and literature, Knowledge about Germany, German history, society, and A survey by Boonchim (1999) of attitudes 34 among German language teachers at the high- politics. school level shows that most teachers had a good attitude towards teaching. To them, Greater expertise in teaching methods is also teaching is a secure and highly respected expected. However, the most important career. The success of students made them quality for those at both the high-school and proud of themselves and made them eager to university levels is eagerness to teach and to improve their language competence and learn. teaching. According to the high-school teachers, German language teachers at the high-school level should have at least one year of experience in 33 Due to greater job opportunities with Japanese or Germany, while university instructors should other foreign languages, most students who chose have 2–3 years of experience. German on the entrance examination discontinue German and learn other new languages, which do not have prerequisite knowledge. This is because German is difficult and job opportunities are limited. Japanese, Chinese, Italian, and Spanish seem to be better choices. For Italian, the students reason that it is offered only at the Faculty of Arts, Chulalongkorn University. Spanish is one of the five languages used at the UN and is spoken in 34 Boonchim, 1999: 77. many countries apart from Spain.
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Teaching of German in Thailand: Past, Present, and Future
Expectations of and attitudes students corresponded to the towards German teaching among teachers’ abilities. high-school students As for schools, it was expected that non-
class activities would be provided but they In 1999, a survey was conducted by were not. The survey showed that, in general, Tienboonlertrat and Chanbanditnan to most of the students (in grades 10, 11, and determine the expectations of and attitudes 12) had good attitudes towards German, as towards German teaching among high-school follows: students. The respondents were male and female students, aged 14–20, in grades 10, 11, “German can be selected in doing and 12, from ten high schools in Bangkok. the entrance examination”. Most of them were 16–17 years old. “German has opened me up to the
outside world”. Expectations of the high-school students:
Second to these opinions were: The survey showed that the German language was interesting, as expected, but it “Although German is difficult, I am was difficult, i.e., German is in reality not willing to learn it”. easy to learn. However, it gave them job “Although German is difficult, I opportunities, for example, teaching etc. have gained advantage from it.” What did meet their expectation was that those who wanted to learn German needed In sum, they were not disappointed that they to be good in English. Moreover, they were had studied German. Based on the survey disappointed that they had less chance to use mentioned above, the following ideas for German in daily life. Regarding expectations improving teaching can be drawn: towards teachers, there are several of them:
a. The school should provide more a. What did not meet the students’ activities related to German. expectations was the lack of native b. In general, the respondents were not German teachers at the high-school interested in information about level. Germany, news, politics, sports, b. What met their expectations was that culture, or the economy. This must be Thai teachers could speak German improved because language and well (94.2%). They had knowledge culture cannot be separated. Interest in about Germany (88.7%) and had the German language should go along lived in Germany (88.4%). They with an interest in German culture, as could also teach well and made they complement each other. students enjoy class (85.7%). c. Skill in communicating such a difficult Moreover they were friendly and not subject as German, supplementary strict with students (84.6%). This activities to the teaching, and a cosy shows that Thai teachers were seen atmosphere in the class should be as competent. The expectations of
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MANUSYA: Journal of Humanities Vol.9 No.1 (2006)
retained. These affect the students’ a. Communicative skills were attitude towards German. emphasized more than grammar. d. Social and cultural information about b. Conversational and reading topics Germany, in Thai or German, should were selected based on the ages and be introduced to the students. To interests of students. Before the book encourage students to speak German, was produced, surveys had been the following activities should be conducted. organized: German essay and c. Communication in different daily narration contests, invitation of situations was emphasized to native speakers to the class, encourage communication with exhibitions, pen friends, student native speakers. exchange programmes, and German d. The role of Thai learners was students majoring in German as a emphasized in order to encourage Thai Foreign Language should be students to disseminate Thai culture to encouraged to teach in Thailand. native speakers. Therefore, students e. German grammar should not be learn a lot of German terms, emphasized more than the other four vocabulary and expressions about Thai skills because these skills–listening, culture and this encourages cross- speaking, reading and writing–will cultural communication. Students can lead to the integration of knowledge. compare their own culture with the Tests or examinations should be German one.35 based not on the correct use of grammar but on success in Now government educational reform has communicating. To put it simply, unfortunately led to a change in using new the correct use of grammar does not German textbooks such as Ping Pong, guarantee good communication in a Delphin and Genial in many schools. Most given situation. teachers felt that Viel Spaß mit Deutsch needed revisions, and so prefer using modern The development of textbooks at textbooks from Germany. high-school level
As mentioned before, the textbook series Viel 35 From textbooks produced by Germans, students Spaß mit Deutsch was the first German learn only about German culture but cannot express language textbook written by Thai teachers in their own culture in German. Arguably, there are cooperation with the Goethe Institute Bangkok related questions about the learner’s country and and the head office in Munich. In comparison culture. However, it is not sufficient, especially in with other textbooks at the high-school level, building the German lexicon of the learners’ Viel Spaß mit Deutsch is quite modern culture. For these reasons, German textbooks with (although in use for more than 15 years the content of Thai culture are necessary and this already) because it takes a student-oriented will encourage students to learn German because approach with the following characteristics: what they learn can be used, to communicate with German-speaking people about their own experiences.
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Teaching of German in Thailand: Past, Present, and Future
German language teaching at the Based on the structure above, each university university level may have different concentrations and each is required to improve the curriculum. For Curriculum example, under the revised undergraduate curriculum of the Faculty of Arts, Today, German is offered at ten universities, Chulalongkorn University (2003), students both public and private. The public and private are required to complete 147 credits, divided universities which offer German as a major are into the following parts: 36 Chulalongkorn University, Thammasat a. General education 30 credits University, Silpakorn University, Chiang Mai b. Specialized courses 111 credits University, Kasetsart University, Srinakarinviroj sub-divided into: Prasarnmit University, Prince of Songkla • Foundation courses in Arts University, Ramkhamhaeng University, Khon 40 credits Kaen University and Payap University. • Concentration courses Mahidol University is considering offering 71 credits (German as major German as a major, minor, and other higher 51 credits) level courses, after having cancelled elective c. Elective courses 6 credits German courses in the Faculty of Sciences.
The only private university which offers In general, the curriculum for German German as an elective course is Assumption majors and minors at all universities consists University. of the following five components:37
The offering of German at the university level Communicative skills courses must comply with the undergraduate
curriculum regulations of 1999, which require These courses emphasize the four a total of 120 credits. These can be divided communicative skills of listening, speaking, into three groups: reading, and writing. Each skill can be a. General sciences (not fewer than 30 studied separately or in an integrated manner. credits) In general these courses are available because b. Specialized courses (not fewer than they are the foundation for higher courses and 84 credits) research as well as for communication with c. Elective courses (not fewer than 6 German speaking people in daily and credits) professional life. Skill courses are normally offered in the first and second years, continuing from the three years of study in high school. In addition, grammar courses are also provided.
36 German is offered as major and minor subjects for undergraduate students of the Faculty of Arts and the Faculty of Education. 37 Saengaramruang, 1995: 281.
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Cultural and social courses Thai–German translation. These courses are only an introduction to each field. At present, Based on the idea that languages cannot be apart from translation courses, which have separated from their corresponding cultures, been offered since 1957 more profession- courses on German culture and society are oriented courses are being provided because provided. This leads to the understanding of they are more concrete than literature and, the mentality of Germans and other German thus, easier to apply to a future career. speaking people and, in turn, contributes to trade and international relations. Moreover, At present, different German courses are the knowledge of other cultures brings about being made available to students from other peace and urges people to reflect on their own faculties, as seen in the courses provided by cultures. Therefore, languages open up the the Faculty of Arts: world and contribute to mutual understanding between nations. a. German for beginners 1–4, each 2 credits for students of Arts and other Literature and literary history faculties, without basic German knowledge; German literature forms part of Germanistik b. German for students from the in Germany, which deals with prose, poetry, Faculty of Political Science 1–3, plays, the literary history of each era, literary each 3 credits and requiring 3 years’ interpretation, and literatures of German- German study in high school; speaking countries. The literature courses c. German for music students from the provided in the universities range from Faculty of Fine Arts, 1 credit, upon introductory courses to courses on specific the request of the faculty; eras or authors. Literature is crucial to the d. German youth literature in Thai as a study of the humanities because it leads to an course in the general education for understanding of the nature and mentality of all students; each nation. However, literature courses tend e. Fundamental German 1–2, each 3 not to be popular because they don’t credits for students from the contribute directly to work life. International Programme of the
Faculty of Economics, without basic Linguistics courses German knowledge; These courses deal with the analysis of f. In 2007, 2 basic courses in German language in terms of structures and culture and language, each 3 credits, characteristics of different text types. These will be offered to students in the courses form the basis of linguistic research, International Programme of the especially contrastive studies. Faculty of Engineering, Department of Automobile Engineering, and Profession-oriented courses Department of Nano Engineering.
These courses include German for Tourism, In the course of 50 years, German language German for Business, German–Thai and teaching has branched out to other faculties
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with different needs. It is noted that most As for the German programme in Thailand, it new courses are specialized ones, for was, in the past, designed by German example, German for Political Science or lecturers in the Faculty of Arts. Due to the Engineering. That is to say, they are lack of communicative skills and knowledge increasingly future career-oriented because about Germany, most courses in the first and Germany is well known for heavy industry second years were communicative skills and technology. For this reason, German courses and courses regarding knowledge language teaching has not concentrated on about Germany. Historical and literary grammar. Moreover, specialized fields such courses as well as translation courses were as literature are not popular. What is still given in the third and fourth years. Those needed are introductory courses in literature, interested in German linguistics and literature especially for those without German had to continue their studies at the graduate language knowledge. After all, German level. The study of German outside Germany cultural courses are still needed along with is called Auslandsgermanistik, or ‘German as communicative skills courses because they a Foreign Language’. Its scope is wider than can serve as basic knowledge for continuing the traditional Germanistik in terms of the study in Germany, Switzerland, or Austria. foreign learner/user-oriented approach with the following foci: The German programme in Thailand and Germanistik in Germany a. External factors affecting German language learning, for example, the Germanistik is a term for the study of mother tongue of learners, behaviours German language and literature. It is an and experience in foreign language undergraduate programme in Germany with a learning, general and specific concentration on linguistics or literature. In problems in German language addition, other courses are required, for learning, and curriculum design at example, pedagogical and philosophical different levels appropriate to courses. In comparison with German different regions. programmes at the university level in b. Foreign language teaching–oriented Thailand, Germanistik is equivalent to a research for higher effectiveness in master’s degree because, in the past, the German language teaching over bachelor’s degree system was unknown in shorter periods. In doing this, mother Germany.38 tongue and behaviours of learners will be taken into account and applied to German language learning.
Development of the undergraduate 38 At present, the German educational system after curriculum high school has been restructured into bachelor’s and master’s degree programmes which are more Considering the development of German open to international students and allow for easier language programmes at the university level credit transfers. from 1957 until now, German language
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programmes have been curricula offered at example, singing, plays, films, poetry recitals, various universities, and the curricula have quizzes, and essay contests. been revised, improved, and developed to meet demand. Attempts to improve German language teaching and students have taken different In 1974, the master’s degree programme in forms including the following: German was first offered by the Faculty of Arts, Chulalongkorn University. Then, a. Academic cooperation between Thai Ramkhamhaeng University followed in 1999 and German universities. For with a master’s degree in German as a example, contracts have been signed foreign language. In 2006, Chulalongkorn between the Faculty of Arts at University plans to offer a doctoral Chulalongkorn University and the programme in German. University of Kassel, the University of Siegen, and the University of As regards translation and interpretation Heidelberg. Under these contracts, studies, a German–Thai and Thai–German Germanistik professors from the programme cannot be offered at present due University of Siegen came to lecture to a lack of staff. However, a curriculum was for a month at Chulalongkorn developed in conjunction with the University. Graduate students have Department of English and the divisions of been allowed to attend classes and French, German, and Japanese. The master’s do research for a semester in the programme in translation and interpretation University of Siegen. Thammasat (English and French) was launched in 1999.39 University has cooperated with the University of Hamburg and the Now every university which offers German Technische Hochschule München, language courses makes regular changes and Ramkhamhaeng University with intended to make the curriculum more the University of Leipzig. practical and to encourage students to learn b. Cooperation with different German on their own. To realize these aims, organizations offering academic self-learning centers and audio-visual support. For example, the German– materials such as Internet and satellite Thai Society granted scholarships to broadcasting are provided, and non-class Thai students to be apprentices at the activities are encouraged, for example, DAAD and to be assistants at various German language camps and parties. In the universities, such as the University of camps, students from different years have a Münster. chance to get to know each other and their c. Cooperation with international lecturers. At parties organized by the Goethe networks such as IQN, an Institute, various activities are organized, for international network for German as a Foreign Language based at the University of Kassel. Its contribution is to organize conferences for new research on related topics. 39 See more at O’charoen (1998: 71–75).
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Teaching of German in Thailand: Past, Present, and Future
d. Encouraging German students Undergraduate institutes which majoring in German as a Foreign produce German language teachers Language to teach in Thailand, which in Thailand contributes to their studies, i.e., they
will gain experience and earn a The Faculty of Education, Chulalongkorn certificate. They will experience the University problems faced by Thai students in
learning German and acquire some The Faculty of Education, Chulalongkorn familiarity with Thai culture. Thai University was the first undergraduate students will have a chance to meet institute to offer pedagogical German.41 In native speakers. the first two years, students join German e. Various non-class activities are language classes with students from the encouraged, for instance, interpreters Faculty of Arts. The rest of the programme in trade shows, cultural exhibitions deals with general subjects required by the and other activities. To do these Faculty of Education, German language activities, coaching teachers need to teaching and teaching practice. In addition to provide guidance. Non-class activities German, students are required to major in are more and more important because another subject as well. they help prepare the students
majoring in German for a future In 1997, a special project named “Kharu career, i.e., they will come to Tayaat” (descendants of education) was understand market demands and initiated to produce German language trends. Moreover, they are sometimes teachers. Applicants are students in grade well paid. 1242 or high school graduates with a GPA not
less than 3.00. They are also required to pass Apart from some high schools, universities, other examinations. The number of students and the Goethe Institute, the German language in this project is limited to five per year. can be learnt from other media. The internet is Students majoring in German will be granted one such channel, for example, 40 a scholarship to take the ZDAF (the www.goethe.de or the radio classroom (since certificate of German as a foreign language) 1975) by the Ministry of Education at FM 92 course. Those who have graduated and are MHz or AM 1161 kHz every Tuesday, 7:30– 8:00 and 18:30–19:00.
41 In the first few years after the university’s founding, education students attended German classes according to the German programme for education students provided from the Faculty of Arts and Science (3–4 Years). See more at Festschrift (1967: 5, 21). 42 For more information, see the Announcement of Chulalongkorn University regarding non-formal 40 See more at Kaewwipat (2001: 137–139). admission to the Faculty of Education.
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teachers will be considered by the Goethe The Division of German, Faculty of Institute for a training course in Germany. Humanities, Ramkhamhaeng University
This project shows the effort of the Faculty of The master’s degree programme in German Education and the Goethe Institute to address as a Foreign Language has been offered since the lack of German language teachers. 1999. This programme is offered on weekends and divided into two types: Plan A Recently the pedagogical curriculum at the with thesis and Plan B with and without undergraduate level was revised, i.e., it was special research. It concentrates both on changed from 4 to 5 years throughout the theory and practice. Ramkhamhaeng country. Under this revised curriculum, University has also issued a journal named pedagogy students gain more experience in Die Brücke: Zeitschrift für Germanistik in real teaching and, thus, become more Südostasien since 2002. effective teachers. Research to make German The German Section, Faculty of Arts, language teaching in Thailand Chulalongkorn University more effective
Since 1974, the Faculty of Arts has offered a Apart from the textbooks, the development of master’s degree programme in German. The German language teaching can be seen from curriculum is similar to Germanistik in the increased number of studies concerning Germany, which concentrates on language the way to make German language teaching and literature, and is considered highly more effective during this decade. This academic. After finishing their coursework, greater effectiveness can be proven by the students are free to do research in German as following improvements: a foreign language, literature, linguistics, or translation studies, which may contribute to German language textbooks/school books their careers in the future.
The development of textbooks is quite The students who enter the programme are obvious, starting from the adoption of mostly university lecturers and high-school German textbooks produced in Germany in teachers. The theses and research on German German classes in Thailand to the production language teaching have increased and of German textbooks by Thai teachers for contributed to the research mentioned in this Thai students.43 This shows that the paper. Research has also been published in various journals, for example, the Journal of German Language Teachers in Thailand (TDLV-Forum). 43 This refers to the textbook series Viel Spaß mit Deutsch, which is the first German textbook series produced by Thai teachers at the high-school level. There is also a new German textbook for adult learners in the production process: Deutsch für Anfänger I, Deutschunterricht für Thailänder
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development of textbooks has progressed in The increased amount of comparative line with the recent education reform, which Thai–German research emphasises the learner-oriented approach. In other words, the Viel Spaß mit Deutsch series For years, German–Thai comparative has aimed at motivating learners to research on a wide range of topics has been communicate their own stories, regarding, for conducted in order to improve German instance, family, Thai society, and Thai language teaching. This research can be culture and traditions, in German with classified into the following groups: German speaking people. a. Linguistic structure: comparative study Unfortunately, some high schools are, at of compound words in German and present, opting to use German produced Thai, negations in German and Thai, textbooks instead of ones written in Thailand. relative clauses in German and Thai, It is true that the textbooks written by Thai and the study of German particles teachers have become outdated; however, (‘Abtönungspartikeln’) as illocutionary revisions or modifications can be made. indicators and their counterparts in Therefore, the issue of German textbooks Thai, etc. should be seriously discussed in order to b. Problems in learning German among determine which goals to strive to achieve. Thai students, for example, article use, etc. c. Research for improving and A variety of German language textbooks, developing curricula and teaching, for reference and handbooks example, undergraduate curricula,
tele-teaching curricula, etc. At present, there are a variety of textbooks, d. Research on the textbook series Viel reference works, and handbooks which help Spaß mit Deutsch, for example, the improve teaching. For example, there are a image of Germany and Thailand, series of German grammar books, a variety of visual media (pictures) for teaching German–Thai/Thai–German dictionaries, in Viel Spaß mit Deutsch, etc. specialized dictionaries for tourism and e. Research on cultural issues: politics, and translation textbooks. Moreover, “Collaboration among German and a lot of German literature, such as classic Thai Staff: A Case Study of Opinions German literature and youth literature, has towards Communicative Behaviours of been translated into Thai in order to introduce German and Thai Staff at the Goethe the German lifestyle, culture, people, and Institute”, “German Culture in the ways of thinking to Thai learners, because Undergraduate Curriculum for Major culture is a part of language learning. Students”, “Thailand’s Image in the
German Media”, “Food and Drink in Vocabulary and Idiomatic Expressions of German and Thai”, etc. (German for Beginners 1, German for Thai Learners) by Phanda Tamura and Rudee Palanuwech, of Thammasat University.
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Although German has been taught in order to improve German language teaching. Thailand for more than 80 years, the In 2003, a language-awareness45 test for development of textbooks for more effective German as a third language46 was conducted teaching has been relatively slow and a lot of for the first time in Thailand47 among fundamental teaching media are still needed students at five high schools in Bangkok.48 in order to encourage Thai students to do self- Among them were 125 grade 10 students, study for better communication with German aged 15–16, with German knowledge of 2 speaking people, business people, and others. semesters (approx. 144 hrs.), and 80 grade 12 students, aged 17–18, with 6 semesters of Survey of language awareness44 German knowledge (approx. 528 hrs.) Each among high-school students who group of students had learnt English for 12 learn German and 15 years, respectively. The objective of the survey was to investigate the contribution of English to German language learning. Apart from technological innovation, it cannot be denied that German has been The results showed that more than half of influenced by English, in particular American both groups had no idea about what the English. The influence can be traced back to German language was like when they first the end of World War II, when Germany was began to study, and almost 40% of the test governed by America, England, and Russia. groups noticed that German and English were Economic support under the Marshall Plan similar. Apart from German, both groups of had a particularly great influence. It appears students had also learnt other languages, such quite normal that many English words and as French, Chinese, Japanese, Spanish, and terms have prevailed not only among Korean. teenagers but also academics, for example, Internet, Wellness, Fitness-Center, and last As for pronunciation, the study showed that but not least, Hochschulmarketing. Because some grade 10 students use their English English is the most popular second language knowledge as a reference in learning German. learnt by people in non-English-speaking For example, the diphthong ‘ie’ in German is countries and French or German come in equal to the vowel ‘e’ /i/ in English, and the third place, the English knowledge of German language learners is used as a guideline for teaching, e.g., German 45 vocabulary. This approach has been popular Language learners will observe their learning in Germany and many other EU countries. process, develop their own language-learning strategies and improve their language competence by self-evaluation. To survey the advantage of tapping the 46 Thai is the mother tongue; English the second English knowledge of Thai students learning language; and German, the third. German, language awareness was tested in 47 Saengaramruang (2003: 165–90). See more at Kusolrod (2003: 42–49). 48 These include Triam Udomsuksa School, Satri Withaya School, Surasakmontri School, 44 In German ‘Sprachbewusstheit’. Bodindecha School, and Taweethapisek School.
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diphthong ‘ei’ in German to the vowel ‘i’ /ai/ The findings of the research can be used to in English. Moreover, they noticed that many improve German teaching. Exercises should words in both languages are similar but differ be made to raise awareness of English in pronunciation. What is crucial to German- interference, and students should be drilled. pronunciation teaching is interference from The differences between German and English pronunciation, as shown with more English should be introduced and taught at than 1/2 of the grade 10 students. Interference the beginning. often happened in such words as Fußball, Pizza, Buch, Bier, ist, Telefon, Salat, Musik, Regarding reading and, the use of technique Haus, etc. Moreover, students frequently had of Internationalismen50 (similar linguistic problems with words with an umlaut (ä, ö, ü forms) by beginning learners, Research etc.) For the reasons mentioned above, the showed that the grade 10 students have more pronunciation of German words which are language awareness than those in grade 12. similar to English, such as Familie, Tee, To put it more clearly, the grade 10 students Auto, Musik, and Problem, etc., should be used more of their knowledge of other taught separately.49 foreign languages to read German texts. Therefore, Internationalismen, i.e., guessing As for lexical items, both groups could guess meaning from another foreign language that the meaning of German words by comparing learners have studied before, such as English, them with English. Examples include French, or Italian, can perhaps contribute to Adresse, Apfel, Auto, Banane, Beginn, Aktion, the teaching of reading in the case of such akzeptieren, Bank, Bier, Buch, diskutieren, words as Zeremonie, Präsident, Olympiade, etc. However, there is also the problem of Beginn, Nation and Parade. The approach of false cognates. For example, the words Gift ‘Internationalismen’ or ‘German as a third and See in German mean ‘poison’ and language after English’ can be applied to ‘sea/lake’, but, in English, they mean teach reading of a German text because it ‘present’ and ‘visual perception’, motivates Thai students to a more effective respectively. The former is pronounced learning of German and makes German similarly in both languages but the latter is language learners feel that German is not pronounced /ze:/ in German but /si:/ in difficult.51 However, this approach has not English. The word ‘die’ in German is a been adopted in Thailand.52 feminine definite article, pronounced /di:/ but /dai/ with the meaning of ‘stop living’, in English. The word Gymnasium means ‘high 50 school’ in German but ‘sports hall’ in Internationalismen refers to a group of words which are similar in form and meaning among English. various languages derived from the same root, frequently Latin, for example, Elefant/elephant, elegant/elegant, Fisch/fish, Foto/photo, etc. 51 For more information about the result of the research regarding German pronunciation and vocabulary teaching, see Saengaramruang (2003: 2). 49 See more at Saengaramruang (2003: 173–77). 52 For a pilot textbook which tries to adopt the technique of learning German as a third language
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Survey of German language speaking and listening, as determined by the students at university level students of both universities (speaking slightly higher); then follow the skills of Due to the relative lack of success in teaching reading and writing. That is to say, the English as a second language, one of the most hierarchical order of skills in language frequently asked questions is which skill, learning is speaking, listening, reading and among the four skills of listening, speaking, writing. However, priority is given to reading, and writing, is the most important reading, and writing, because reading, it is for Thai people to learn in a relatively short believed, is the fundamental skill for the other span of time and be able to use effectively? In skills. In addition, the students of both Thailand, a lack of research on this issue universities shared the same point of view hinders the improvement of foreign-language that reading and writing should be given less teaching and the formulation of a national priority and that the skills of speaking and policy. listening should be emphasized more.
A survey was conducted in the second As for future careers, they also shared the semester of 2004 to find out the hierarchical same ideas but in different order, i.e., flight order of skills in language learning at two attendants, German firms, and the embassies universities, Chulalongkorn University and of German-speaking countries. For Silpakorn University, by means of a Chulalongkorn University students, German questionnaire for students majoring in German firms are the first priority, then the embassies, in every year.53 At Chulalongkorn University, and finally flight attendants. For those from 56 of 58 (96.6%) respondents returned the Silpakorn University, becoming a flight questionnaires, and at Silpakorn University 96 attendant is the most popular, then German of 113 (85.95%) did so. The result of the firms, and the embassies. The least popular survey is significant for further improvement careers are German teaching and civil of the German language programme at the service. The survey suggests that the German university level. programme at university level should put more emphasis on the skills most needed for Regarding the four skills, the two most these three popular careers. important skills for a future career are As regards the subjects considered important for the students, they can be classified into five groups as follows: For those from Chulalongkorn University, after English (‘Deutsch als Tertiärsprache nach Englisch’) for Thai learners, see German for communicative skills subjects 30.4%, career- Communication by Wanna Saengaramruang (in oriented subjects 20.6%, cultural and social production). courses 18%, linguistics courses 15.3% and 53 This survey was conducted as a term paper by literature courses 14.6%. master’s programme students, course 2232 657, ‘German as a Foreign Language’, 2nd semester For those from Silpakorn University, the 2004, Faculty of Arts, Chulalongkorn University. result was quite similar, that is,
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communicative skills subjects 32.1%, career- teachers must make learners aware of the oriented subjects 22.3%, linguistics courses value of literature and linguistics courses as a 17%, cultural and social courses 15.7%, and mirror on the culture of the speakers of the literature courses 12.9%. foreign language. They are important for In conclusion, literature courses are the least building cross-cultural bridges and giving popular (14.6% and 12.9%, respectively), and insights into the ways of thinking of people the most popular ones are communicative from other countries. If traditional humanities skills subjects (30.4% and 32.1%, courses are entirely eliminated in favor of respectively) and career-oriented subjects more career-oriented offerings, the university (20.6% and 22.3%, respectively). ceases to be a place for intellectual activity and becomes merely a vocational institute. The survey and possible modifications to For this reason, it is vital to maintain the core German language teaching at university values of the traditional liberal-arts education. level Support organizations and If, as shown in the survey discussed above, activities for German language communicative skills subjects and career- teaching in Thailand oriented subjects are seen as priorities, the question is whether or not current German language teaching should be modified. In The Association of Teachers of other words, should courses be geared German in Thailand towards future careers and should content, curriculum, and policy be more learner- The Association of Teachers of German in centered? The attitude to foreign-language Thailand (ATGT) was established by the learning has changed from knowledge for support of the Goethe Institute in 1993 for the knowledge’s sake to knowledge for practical purpose of encouraging the teaching of use. Therefore, in order to respond to the German language and the exchange of German culture, academic topics, and needs of learners today, it is important to give 54 emphasis to foreign language teaching that experience among teachers. To achieve prepares students for careers after they these purposes and disseminate research, an graduate, in addition to the conventional annual journal TDLV-Forum, Zeitschrift für approach, i.e., language learning for Sprache, Literatur und Kultur is issued. academic, cultural, or humanities-related Moreover, there are also a variety of purposes. These are not as important for activities, for instance, Deutscher Tag undergraduate students nowadays as (German Student Meeting), which is communicative skills for future careers. organized for student exhibitions, contests, Modifications to the curriculum must be singing and stage shows, the biannual considered by the parties concerned. International Associations of German
Yet, despite the views of current learners, the traditional goals of a liberal-arts education must not be discarded. Foreign language 54 Srikeaw (2002: 33).
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Language Teachers, and the bimonthly c. To create an academic network of meeting of German language teachers. German language teaching; d. To improve the quality of teaching Germanistentreffen Conference at high-school and university levels; e. To encourage research on German The Thailändisches Germanistentreffen language teaching that will keep Conference is held biannually with an aim to teachers alert and respond to the disseminating research by German teachers in educational reform initiated by the Thailand. The rationale of the conference is government.56 to provide a platform for German language teachers and lecturers. The 1st conference was The conferences are supported by the organized on 4–5 October 2001 by the Association of Teachers of German in German Section of the Faculty of Arts, Thailand in cooperation with related Chulalongkorn University.55 The second was organizations, including the DAAD, the organized by Ramkhamhaeng University on Goethe Institute, the Supervisory Unit57 of the 7–8 October 2003, and the third by Chiang Ministry of Education, high schools, and Mai University on 24–25 March 2005. The universities. fourth will be held by Thammasat University in 2007. The objectives of these conferences Foreign support are as follows: DAAD (Deutscher Akademischer a. To disseminate research by German Austauschdienst), a German organization for teachers and lecturers; academic exchange, was the first and most b. To encourage an exchange of important organization to provide support in German language teaching ideas and German teaching at the university level. The update knowledge; first German native lecturer (DAAD-Lektor), Dr. Georg Heuser, was sent to the Faculty of Arts in 1957 and many were sent to other universities in Thailand, for instance, 55 At the first conference, there were 100 Thammasat University, Ramkhamhaeng participants, including 81 Thai and native lecturers University, Chiang Mai University and Khon and teachers from 30 institutes that offer German Kaen University. At present, support has been language, i.e., from 9 universities, 20 schools, and cut and in the future German lecturers will be the Goethe Institute. There were also three German teachers form Laos. The other participants were graduate students from Chulalongkorn University and Ramkhamhaeng University and guests. The conference was presided over by the Rector of 56 Saengaramruang (2002: 26–27). Chulalongkorn University, Assoc. Prof. Tatchai 57 Due to educational reform and restructuring of Sumitra, and the former German Ambassador, the Ministry of Education, this office was Andreas von Stechow. See more at 1. Thailändisches abolished. Additionally, educational areas were Germanistentreffen or the journal TDLV –Forum divided, and, as a result, no central office is 7/2002. responsible for German language teaching in Bangkok or other regions.
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sent only to Chulalongkorn University lack of German language teachers. Twenty- (Faculty of Arts), Chiang Mai University nine teachers were trained (five resigned in (Faculty of Humanities), and Thammasat 2004). German was offered in 12 more high University (Faculty of Law).58 schools. To keep teachers up-to-date, a weekly seminar has been organized and some teachers In addition, the DAAD grants scholarships to were granted scholarships to Germany. Thai lecturers wishing to do doctoral research in Germany. Scholarships are not limited to In the end, both the DAAD and the Goethe German language and literature but are also Institute are major supporters and advisors to granted to Thai lecturers in the sciences, for German language teaching in Thailand over example, medicine and dentistry. There are the last 50 years, the former at the university short-term scholarships (two months) for level and the latter at the high-school level. master’s programme students to do research in Their support can be summarized as follows: Germany, scholarships for DAAD Alumni members, summer scholarships for Regarding teachers: undergraduate students, etc. Moreover, the DAAD also cooperates with the Thailand DAAD: Longer-term scholarships, for Research Fund in supporting doctoral example, doctoral or other research research. Goethe Institute: short-term scholarships for Another key support organization is the training or keeping up-to-date Goethe Institute. Its contribution to German language teaching in Thailand dates back to Regarding students: 1968, when there was a lack of German language teachers and courses. To solve this DAAD: Research and summer scholarships problem, the ‘The German Language at various universities in Germany Transformation’ project was initiated to train English or French teachers to teach German. Goethe Institute: Training and summer Seven teachers were sent to Germany for scholarships at the Goethe Institute in training with the support of the Goethe various cities in Germany Institute. Among them were Suwannee Pratumrat of Sai Panya School, Banchuen Regarding visiting professors: Thanakhom of Triam Udomsuksa School, and Sudsawaeng Rakkhumkaew of DAAD and Goethe Institute: Lectures by Suksanaree School. About thirty years later in professors or specialists from Germany 1993, 1995, and 1999, a second phase was made available to solve the problem of the Regarding teaching media:
DAAD and Goethe Institute: Teaching media such as books, in particular films and videos, 58 DAAD has been sending a language assistant in cooperation with Inter Nationes. Former to the Faculty of Arts, Chulalongkorn University, DAAD students are allowed to apply for since 2003, after one to Khon Kaen University.
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research scholarships and may obtain a. Learning techniques based on necessary textbooks for their research within experience with other foreign the budget provided. languages: Most learners usually learn German as a second or third Conclusion and Epilogue language after English. Thus, techniques of vocabulary learning The learner-oriented approach: The and, reading skills can be exploited key to Thailand’s educational reform in German teaching. b. The relationship between the English At present, foreign-language teaching and the German language that can be approaches have been made more learner- used in German language learning, oriented, according to Neuner, in terms of for example, the similarity of English curriculum design or teaching plans by taking football and German Fußball. into account the following factors: How much do we have to take the learner- a. The use of background knowledge of oriented approach mentioned above, which is learners: mother language or other also the key to Thailand’s educational reform, foreign languages of learners, into account in the development of German knowledge about social background, language teaching in Thailand? experience of language learning; b. The purposes, needs, expectations of Pending questions learners to learn this new foreign language: Why should we learn this There are several pending questions. Below new language? are some of them: c. The learning environment: Where and in which circumstances to learn Question 1: What is the interpretation this new foreign language; chances to of the Educational Reform use this new foreign language in the Act, and what are the learners’ environment?59 objectives of German language teaching at the After having taken the factors mentioned high-school level? above into account, the following aspects must be emphasized in German language The textbook series Viel Spaß mit Deutsch teaching: has been used for more than 15 years. These textbooks were produced based on learner- oriented approaches analyzed earlier. Extensive research on this textbook series has 59 From the keynote speech in Thailand’s first been conducted. The question is whether or Germanistentreffen Conference by Prof. Dr. not it is appropriate to stop using Viel Spaß Neuner, specialist in German as a Foreign mit Deutsch in many high schools. Language, University of Kassel, Germany. See more at Neuner (2002: 45–53).
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Teaching of German in Thailand: Past, Present, and Future
Revisions of the textbooks should be made should be encouraged in our German by teachers who teach German because they teaching programmes. know and understand the students best. The participation of German language teachers in Question 3: Who are the policymakers revising the textbooks will give them also a for Thailand’s foreign- better understanding of the concepts of the language learning? textbooks and, thus, after the revisions are made, Viel Spaß mit Deutsch will be the As long as there is no national office for most appropriate textbook for preparing foreign language teaching, the future of high school students in Thailand for future German teaching cannot be determined. education and careers.60 Learners at all levels, still have no clear Question 2: What factors should be purpose for learning German. Most high- taken into account in school students learn German just for the teaching foreign languages? entrance examination, while undergraduate and graduate students have no purpose at all. According to the statistics of foreign tourists This has happened not only to German in Thailand in 2004, Germans totaled 455, language learners but also to other language 170, Austrians 59,797, and Swiss 120,166.61 learners and students all over the world. German is the mother tongue and formal Moreover, due to the fact that languages are language in these countries. Based on the a communicative tool for future careers and proportion of German speaking tourists from knowing one language is not enough, it is Switzerland, the total number of German- necessary that learners must self-learn speaking tourists was more than 590,000. continually. This means that German is the language spoken by one fifth of all European tourists Those who graduated with a degree in German to Thailand. Thus, German for tourism work in different organizations. Some have chances to use German, but some do not. For example, they work as teachers, lecturers, secretaries, translators, interpreters, reporters, 60 For example, making use of learners’ English embassy staff, and staff for German knowledge (Saengaramruang 2003 (2); Kusolrod foundations such as the Konrad Adenauer 2003 (2)). See also other studies: Saengaramruang Foundation. To encourage Thai people to lean 1992, 1997, 2002 (1), 2003, 2005; Sriuranpong German, it is suggested that German firms in 1997, 2002; Mahakusol 1999; Plabpleung 1999; Thailand give priority to German-speaking Boonchim 1999, 2002; Tienboonlertrat/ Charnbanditnan 1999; Ralugmool/Solgosoom 2000; graduates, as Japanese firms do. Chunnasart/Sukruen 2000; Kanittapongrat 2001; Woraurai 2003; Thienboonlertrat 2002; For German, educational reform has not had Maleehom 2002; Kaewwipat 2001; Littmann/ a clear direction, which has caused confusion Weerananthanaphan 2002, Ngaosuwan 1978. in many respects, for example, curriculum, 61 http://service.nso.go.th/nso/data23/stat_23/toc_16 content, teaching approaches and media, /16.1-1.xls objectives in producing teachers, and German
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MANUSYA: Journal of Humanities Vol.9 No.1 (2006)
for the entrance examination. To make these Chunnasart, Paveena / Sukruen, Porntip: points clear, there must be a state policy with “Untersuchung der Meinung von clear objectives and plans. Deutschlehrern über das regionale Lehrbuch Lesen macht Spaß”. In: As regards the schools, institutes, and TDLV-Forum 5/2000: 67-77. universities which offer German, great Festschrift zum 10. Jahrestage der dedication and devotion can be seen from Wiedereröffnung der Deutschkurse an teachers and lecturers as well as various types der Chulalongkorn-Universität zu of support from different organizations. But Bangkok am 12. September 1967. what about the policymakers? Who are the Herausgegeben von den Dozenten des policymakers for foreign language teaching? Germanistischen Seminars mit Who are the policymakers for German finanzieller Unterstützung der language teaching? When is the most Botschaft der Bundesrepublik appropriate time to start learning a second or Deutschland. Bangkok, 1967. third foreign language so that it is not for 62 Kusolrod, Prapawadee: Zur Entwicklung eines nothing? Clearly, there are many questions Fernstudienangebots “Deutsch als still to be answered! Fremdsprache” für Studienanfänger an der Ramkhamhaeng Universität References Bangkok. Dissertation, Universität Kassel, 2003. (1) Boonchim, Maneerat: “Bildverwendung im Kusolrod, Prapawadee: “Anglizismen und Deutschunterricht mit dem regionalen Gallizismen in der deutschen Sprache: Lehrwerk Viel Spaß mit Deutsch. In: 1. Konsequenzen für den Thailändisches Germanistentreffen. Deutschunterricht in Thailand.” In: TDLV-Forum 7/2002: 129-144. TDLV-Forum 8/2003: 42-49. (2) Boonchim, Maneerat: “Untersuchung über Littmann, Michael / Weerananthanaphan, Deutschlehrer an den Oberschulen in Kriengtape: “Thesen zur Entwicklung Thailand”. In: TDLV-Forum 4/1999: des Faches Deutsch an 70-85. thailändischen Hochschulen – Analyse der aktuellen Situation und Konsequenzen für eine Veränderung der Curricula”. In: 1. 62 Thailändisches Germanistentreffen. According to a survey in 2003, conducted among TDLV-Forum 7/2002: 167-73. grade 10 and 12 students in five schools, most of Mahakusol: Rattana: “Wortschatzvermittlung them have learnt English since grades 1, 3, and 5 (some of them from the kindergarten level). Thus, im regionalen Lehrwerk Viel Spaß mit before Thai students start learning German as a Deutsch”. In: TDLV-Forum 4/1999: second language, they have learnt English for 12 39-50. years (Saengaramruang, 2003: 169–71). Other languages which they have learnt are Japanese, Chinese, Spanish, and French. Though the number was slight, it showed that students were more active in learning a third or fourth foreign language.
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Teaching of German in Thailand: Past, Present, and Future
Maleehom, Chawan: “Landeskundliches Wissen Otrakul, Ampha: “Übersetzung deutscher and en thailändischen Universitäten”. In: Literatur in Thailand – Eine 1. Thai-ländisches Germanistentreffen. Bestandsaufnahme und Darstellung TDLV-Forum 7/2002: 174-94. spezifisch deutsch-thailändischer Ngaosuwan, Narümon: Hauptschwierigkeiten Übersetzungsprobleme”. In: der thailändischen Studenten beim Germanistentreffen Deutschland- Erlernen der Zielsprache Deutsch. Indien-Indonesien-Philippinen- Bangkok: Chulalongkorn Universität, Taiwan-Thailand-Vietnam, 3. - Philosophischen Fakultät, 1978. 8.10.1999. Bonn: Deutscher (Magisterarbeit) Akadenischer Austauschdienst Neuner, G.: “Grußwort zum 1. (DAAD), 2000. Thailändischen Germanistentreffen: Plabpleung, Supatcha: “Analyse des Chancen und Perspektiven für Detusch Deutschland- und Thailandbildes im als Fremdsprache und die Germanistik Lehrwerk Viel Spaß mit Deutsch”. In: nach der Jahrhundertwende - auch in TDLV-Forum 4/1999: 51-57. Thailand”. In: 1. Thailändisches Ralugmool, Wilairat / Solgosoom, Ekbuttree: Germanistentreffen. TDLV-Forum “Interesse an deutschlandkundlichen 7/2002: 45-53. Themen von Deutsch-schülern in der Neuner, Gerhard: Germanistikstudium an zentralen Relion und ihre Meinungen ausländischen Hochschulen zwischen zum Lehrbuch Viel Spaß mit Deutsch Allgemeinbildung und beruflicher (Band I, II und III)”. In: TDLV-Forum Spezifizierung. Welchen Beitrag 5/2000: 59-66. können die Bezugsfächer an Saengaramruang, Wanna: Deutsche deutschen Hochschulen zur Grammatik. 3 Bde. Bangkok: Reformdiskussion leisten? In: Info Chulalongkorn University Press. DaF 13 (1986) 4: 291-303. Saengaramruang, Wanna: Curriculare O’charoen, Thanomnuan: Grundlegung eines “Germanistikstudium in Thailand: thailandspezifischen Geschichte-Stand-Ausblick”. In: Deutschlehrwerks für den Germanistentreffen Deutschland- Hochschulbereich. Heidelberg: Julius Indien-Indonesien-Philippinen- Groos Verlag, 1992. (Sammlung Taiwan-Thailand-Vietnam, 3. - Groos 47). 8.10.1999. Bonn: Deutscher Saengaramruang, Wanna: “Aktuelle Akademischer Austauschdienst Entwicklung des (DAAD), 2000: 17-29, 169-82. Germanistikstudiums in Thailand”. In: O’charoen, Thanomnuan: “Der neue Reformdiskussion und curriculare Studiengang für Übersetzen und Entwicklung in der Germanistik. Dolmetschen”. In: 1. Thai- Dokumentationen der Internationlen ländisches Germanistentreffen. TDLV- Germanistentagung des DAAD, 24.- Forum 3/1998: 71-75. 28. Mai 1995, Kassel. Bonn: Deutscher Akademischer Austauschdienst, 1995.
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Saengaramruang, Wanna: Saengaramruang, Wanna: “Aufgabenstellung in einem “Sprachbewusstheit der thailandspezifischen Deutschlehrwerk thailändischen Deutschlernenden und im Hochschulbereich.” In: Info DaF Vorüberlegungen zu Deutsch als 1/1997: 51-57. (1) Tertiärsprache in Thailand.” In: Saengaramruang, Wanna: “Übersetzung Internationales Deutsch - Thai / Thai - Deutsch, keine Qualitätsnetz Deutsch als einfache Aufgabe. Was muß man Fremdsprache - berücksichtigen?” In: TDLV-Forum Tagungsdokumentation 2003: 165- 2/1997: 7-14. (2) 190; also in: TDLV-Forum 8/2003: Saengaramruang, Wanna: 50-68. (2) “Abtönungspartikeln als Saengaramruang, Wanna: Thai-Deutsches Illokutionsindikatoren: Von der Wörterbuch für Touristik. 3. Auflage. Forschung in die Praxis des Deutsch- Bangkok: Chulalongkorn University und Übersetzungsunterrichts in Press: 2003. (3) Thailand”. In: 1. Thailändisches Saengaramruang, Wanna: Essen und Trinken Germanistentreffen. TDLV-Forum im Wortschatz und in Redewendungen 7/2002: 331-56. (1) im Deutschen und im Thai. Bangkok: Saengaramruang, Wanna: “Bericht von der Faculty of Arts, Chulalongkorn Leiterin der Deutschen Abteilung zur University, 2005. (1) Eröffnung des 1. Saengaramruang, Wanna: Thai-Deutsches Germanistentreffens.” In: 1. Wörterbuch. 2 Bde. Bangkok: Thailändisches Germanistentreffen. Chulalongkorn University Press: 2005. (2) TDLV-Forum 7/2002: 26-27. (2) Saengaramruang, Wanna: German for daily Saengaramruang, Wanna: “Die Übersetzung communication. Bangkok: der deutschen Abtönungspartikeln in Chulalongkorn University Press: 2006. der Literatur ins Thailändische.” In: (in the production) Akten des X. Internationalen Srikeaw, Pussadee: “Die Rolle des Germanistenkongresses Wien 2000. Thailändischen “Zeitwende – Die Germanistik auf Deutschlehrerverbands.” In: 1. dem Weg vom 20. ins 21. Thailändisches Germanistentreffen. Jahrhundert”, hrsg. von Peter TDLV-Forum 7/2002: 33. Weisinger, Band 11: Übersetzung und Sriuranpong, Wilita: Die Objektstellung im Literaturwissenschaft. Peter Lang Deutschen und im Thai. Eine kontrastive 2003: 179-85. (1) Analyse”. In: TDLV-Forum 2/1997: 15- 23. Sriuranpong, Wilita: Wortstellung in Deutschen und in Thai. Heidelberg: Julius Groos Verlag, 1997.
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