Impact of Americanization on French language education in the Thai educational system

Abstract

The purpose of this qualitative research is to study the impact of Americanization
on French language education in the Thai educational system, with a focus
on curriculum, instruction, and personnel. Employing a focused ethnographic
approach within a critical paradigm, the research utilizes qualitative methods,
including documentary analysis, in-depth semi-structured interviews, and both
participatory and non-participatory observations. Fifteen French language
teachers were selected through gatekeepers and snowball sampling to explore
their experiences in adapting teaching practices under the influence of
Americanization.
Thematic analysis reveals significant shifts in curriculum design, instructional
practices, and the professional experiences of teachers. The findings indicate
a marked shift towards English programs at the expense of French, driven
by societal perceptions of English as essential for success and modernity.
This shift has led to decreased interest and investment in French language education,
with teachers facing challenges in balancing institutional policies that prioritize
English with the need to maintain effective French instruction. The study’s findings
align with Foucault’s concepts of biopower and discursive practice, illustrating
how Thai educational policies regulate linguistic capabilities and influence the
adaptation strategies of French language teachers within the power/knowledge
paradigm.
The study concludes with a discussion of the broader effects of Americanization
on language education in Thailand and offers recommendations to promote
linguistic diversity, cultural preservation, and educational equity. Addressing
the impact of Americanization is crucial for teachers, policymakers, and
stakeholders in navigating the complexities of language teaching management
in Thai society.