Language, Power, and Dialogue: International Chinese Language Education and Civilisation Interplay between China and Thailand

Abstract

Studies on the role of language in shaping civilisation suggest a need for more cross-cultural communication. This mixed-method study (quantitative survey and qualitative interview) explored the perceptions, roles, and strategies of International Chinese Language Education (ICLE) in fostering civilisational dialogue and mutual understanding between Thai and Chinese societies. The survey participants were 414 students, 86 teachers, and 122 policymakers from various ICLE programmes in Bangkok. In turn, the interviewed participants were 10 ICLE teachers. The survey and qualitative interview results were analysed using the Mann-Whitney U test and the ICLE framework; the analysis considered predetermined themes identified in the literature review. The findings indicate three primary levels in the perceptions of the three groups of participants (ICLE students, teachers, and policy makers) regarding the impacts of ICLE programmes on cultural, social, political, and educational aspects. The most significant effect of the ICLE programme is on cultural, social, and academic aspects. The three groups of participants perceived that ICLE programmes played a significant role in enhancing cultural awareness, cross-cultural communication, personal growth, cultural dialogue, and programme effectiveness. Hands-on field trips and arts-based collaborative learning activities were considered effective strategies to promote mutual understanding and civilisational dialogue in the ICLE programme. Because the findings of this study are drawn from participants’ perspectives, future research should examine the effectiveness of various instructional strategies for promoting ICLE programmes.