Enhancing Thai Language Teaching for Chinese Students in Thailand through a Buddhist-Based and Culturally Responsive Pedagogical Framework

Abstract

The increasing number of Chinese students enrolling in Thai higher education institutions has drawn attention to the importance of Thai language learning for academic engagement, daily communication, and social adaptation. Thai language teaching for Chinese students involves challenges related to linguistic differences, learning anxiety, and cultural adjustment. This article aims to examine Thai language teaching for Chinese students in Thailand by exploring the integration of culturally responsive pedagogy and Buddhist-based education. The study employs qualitative documentary research and conceptual analysis of relevant literature on second language learning, Chinese students’ learning characteristics, intercultural education, and Buddhist educational principles. The findings suggest that a Buddhist-based pedagogical approach may help support Thai language learning by reducing anxiety, enhancing learner motivation, and promoting meaningful language use. The article also discusses pedagogical implications for Thai higher education institutions and offers a conceptual framework for developing inclusive Thai language teaching practices.