Thai Language Teaching for Chinese Students in Thailand: A Buddhist-Based and Culturally Responsive Pedagogical Approach

Abstract

The increasing number of Chinese students enrolling in Thai higher education institutions has highlighted the importance of Thai language teaching as a key component of academic success and social integration. Thai language learning for Chinese students involves not only linguistic competence but also cultural and ethical understanding embedded in Thai society. This article aims to examine Thai language teaching for Chinese students in Thailand by integrating culturally responsive pedagogy with Buddhist-based education. The study employs qualitative documentary research and conceptual analysis of literature related to Thai language teaching, second language acquisition, intercultural education, and Buddhist educational principles. The findings suggest that a Buddhist-based approach—emphasizing mindfulness, ethical communication, and experiential learning—can enhance learners’ motivation, reduce learning anxiety, and promote meaningful language use. The article proposes a pedagogical framework suitable for Thai higher education institutions and contributes practical implications for curriculum design and instructional practice at the master’s degree level.