This report provides a summary of two research projects that were funded by the British Council in 2024 on English and education in Thailand’s Deep South (TDS). This summary aims to give a brief insight and overview of the two research teams’ work. The authors’ original reports should be referred to for citation and further enquiry, and are available upon request.
Languages play a crucial role in teaching and learning. The Bangkok Priorities for Action on First Language-based Multilingual Education (UNESCO,2023) emphasise how education systems can be strengthened, and student achievement supported through a careful and context-specific approach to languages of learning and teaching (LoLT). Increasingly, the focus has been on the importance of first language-based multilingual education and its staging, impact on learning outcomes, as well as the value of respecting, celebrating and harnessing learners’ multilingual identities and competences (UNESCO, 2025). As part of an expanding circle nation, where English is recognised as an international language, Thailand is committed to the development of English as a foreign language. Thailand, like many other Southeast Asian nations, is linguistically diverse. Thailand’s Deep South (TDS), which includes the provinces of Pattani, Narathiwat, Yala and four districts of Songkhla Province, presents a unique educational, multicultural and multilingual landscape (UNICEF, 2016). The region has a predominantly Muslim population that primarily speaks Pattani-Malay as their first language, sometimes referred to as ‘Southern Thai Malay’, and contains more Thai loanwords (and fewerEnglish loanwords) than other variants of Malay. However, Thai and Arabic are also dominant languages in the region, in addition to Melayu (Bahasa Melayu) or standard Malay. There is also diversity in terms of the script used, for example, Classical Malay uses Jawi script and Standard Malay uses both Jawi and Rumi scripts (Samoh & Premsrirat, 2021). It is important to highlight that Thailand appears on the Peace Research Institute Oslo (PRIO)’s list of State-Based Conflict-Affected Countries (Obermeier & Rustad, 2023). TDS has been profoundly affected by over two decades of ongoing political unrest, rooted in a complex mix of historical, ethnic, religious and political factors, particularly involving the Malay-Muslim population (Binmhadnee et al., 2016; Pherali, 2021). This unrest has led to a significant loss of life and injury which has contributed to socio-economic marginalisation and isolation in TDS. The conflict, driven by tensions between nationalist and separatist movements and the perceived erosion of Malay-Muslim identity, has not only exacerbated the ethnic and religious divide but alsosignificantly disrupted access to resources and logistics. As a result, the region faces persistent educational inequality, with schools struggling to operate effectively amid the instability and violence (Pherali, 2021; Uddin et al., 2023). Consequently, the region is often viewed as a dangerous zone. The educational system in this region is diverse, featuring Tadika (basic Islamic education centres), Pondok (Islamic religious schools), Islamic private schools and government schools. Each institution maintains distinct cultural and educational philosophies, especially concerning language education. While the global significance of English is undeniable, its role in the multilingual and culturally diverse context of TDS is complex and compelling. In Tadika and Pondok, formal English language education is typically absent from the curriculum, leading to intriguing discussions about the community’s views on and aspirations for the English language. Conversely,in Islamic and government schools where English language teaching (ELT) is part of the curriculum, different dynamics affect how English is perceived and valued. This diversity provides a valuable opportunity for exploring how various educational and cultural contexts shape attitudes towards learning English.
The two projects described in this report aimed to address the need for knowledge into the educational landscape of both education in general and English language education in particular in conflict-affected TDS. This report synthesises the findings from the two projects and provides implications of the findings with insights for policy and practice. The original reports elaborate and delve more deeply into the areas highlighted in this summary and are available upon request. Our thanks go to the named authors of these reports and to the people in the TDS of Thailand who provided such important insights and impressions.