Recognizing and Embracing Ethnic Identity through Mother-Tongue Based and Intercultural Education for the Urak Lawoi Community, in Lanta Island, Krabi Thailand

Mirinda Burarungrot; Kumaree Laparporn

doi:10.29333/ejecs/2673

Authors

Mirinda Burarungrot Research Institute for Languages and Cultures of Asia, Mahidol University, Nakhon Pathom, Thailand https://orcid.org/0009-0003-4204-8563
Kumaree Laparporn Research Institute for Languages and Cultures of Asia, Mahidol University, Nakhon Pathom, Thailand https://orcid.org/0009-0004-7457-5840

DOI:

https://doi.org/10.29333/ejecs/2673

Keywords:

Mother Tongue-Based Education (MTB-MLE), Intercultural Education (ICE), language revitalization, ethnic identity, educational justice

Abstract

The Urak Lawoi community at Lanta Island is one of Thailand’s marginalized and vulnerable ethnic groups, facing challenges in preserving their language, cultural identity, and traditional way of life due to sociocultural pressures from larger communities, including Thai Muslims, Thai Chinese, and Southern Thais. This paper examines the role of language revitalization, integrated with mother tongue-based bilingual education (MTB-MLE) and intercultural education (ICE), in strengthening ethnic recognition, intercultural understanding, and social inclusion. For over 15 years, the Language revitalization, MTB-MLE and ICE approach has served as a key mechanism in reducing the vulnerability of the Urak Lawoi within a diverse sociocultural landscape on Lanta Island. The Language development process began with the Mahidol Model Revitalization, which involved the creation of a writing system for the Urak Lawoi language, allowing for its documentation and preservation. This initiative led to the incorporation of Urak Lawoi into school curricula through MTB-MLE, later expanding into ICE programs, across 14 schools on Lanta Island. The project outcomes demonstrate significant improvements in students’ proficiency in both their mother tongue and Thai, alongside increased community engagement in language preservation and education. This paper aligns with the theme “The intersection of ethnicity with other minority identities”, illustration how education serves as a powerful tool in bridging cultural gaps and fostering Cultural Safe Spaces for ethnic minorities. Furthermore, ICE plays a crucial role in reducing prejudice, embanking mutual understanding, and promoting social justice, ultimately empowering the Urak Lawoi to gain greater recognition and participation in the wider Lanta Island society.

Downloads

Download data is not yet available.

Author Biographies

Mirinda Burarungrot, Research Institute for Languages and Cultures of Asia, Mahidol University, Nakhon Pathom, Thailand

is a linguist at RILCA, Mahidol University, and Chair of CD-RELC. She specializes in MTB-MLE and Thai as a Second Language (TSL), promoting local languages in education and collaborating on language revitalization to support multilingual, multicultural communities.

Kumaree Laparporn, Research Institute for Languages and Cultures of Asia, Mahidol University, Nakhon Pathom, Thailand

is a RILCA, Mahidol University’s researcher who has worked with the ethnic group in Thailand for more than ten years. Her fieldwork concerns language and culture revitalization, especially the endangered language in Thailand. Her research projects include Mother Tongue-Based Multilingual Education (MTB-MLE) and Intercultural Education (ICE).

References

Center for Documentation and Revitalization of Endangered Languages and Cultures (CD-RELC). (2024). Intercultural education management guidelines integrated with subject groups in schools in Koh Lanta District, Krabi Province. Pestalozzi Children’s Foundation.

Center for Documentation and Revitalization of Endangered Languages and Cultures (CD-RELC). (2025a). ICE-PBL innovation in collaborative learning on Koh Lanta. Pestalozzi Children’s Foundation.

Center for Documentation and Revitalization of Endangered Languages and Cultures (CD-RELC). (2025b). Mother tongue-based multilingual and intercultural education project in Koh Lanta: Documentation (Phase 2). Research Institute for Languages and Cultures of Asia, Mahidol University.

Conti, L. (2025). Intercultural education: Recalibrating meanings, objectives, and practices. Intercultural Education, 36(4), 418–436. https://doi.org/10.1080/14675986.2025.2484514 DOI: https://doi.org/10.1080/14675986.2025.2484514

Cummins, J. (2009). Bilingual children’s mother tongue: Why is it important for education? Sprogforum, 7(19), 15–20.

Krauss, M. (1992). The world’s languages in crisis. Language, 68(1), 4–10. https://doi.org/10.2307/416368 DOI: https://doi.org/10.1353/lan.1992.0075

Laparporn, K. (2018). Community learning centers for ethnic language and culture revitalization: A case study of the So (Thavung), Nyaw, Phutai, and Lao. In S. Premsrirat & D. Hirsh (Eds.), Language revitalization: Insights from Thailand (pp. 177–197). Peter Lang.

Laparporn, K., & Burarungrot, M. (Eds.). (2025). Lanta 101. Center for Documentation and Revitalization of Endangered Languages and Cultures.

Liu, Y. (2023). Revitalizing interculturality in education: Chinese Minzu as a companion. American Journal of Qualitative Research, 7(1), 226-230. https://doi.org/10.29333/ajqr/12949 DOI: https://doi.org/10.29333/ajqr/12949

Malone, S. (2016). Overview of this MTB-MLE resource kit. In MTB-MLE resource kit: Including the excluded. UNESCO.

Mitropoulo, V., Rantzou, M., & Anagnostopoulou, M. (2014). Intercultural education in the civil education in the curricula of the greek school (Elementary-High School). Asian Journal of Instruction, 2(1(ÖZEL)), 198-206. https://doi.org/10.20897/apjes/16954 DOI: https://doi.org/10.20897/apjes/16954

Office of the Royal Society. (2018). Draft strategic plan for the national language policy (2018–2021). Committee for the Strategic Plan on National Language Policy. https://www.orst.go.th

Person, K. R., & Burarungrot, M. (2025). Multilingual education and teacher training in Thailand. In Mother tongue-based multilingual education in the Asia-Pacific region (pp. 126–145). Channel View Publications. https://doi.org/10.21832/9781800419735-010 DOI: https://doi.org/10.2307/jj.23925648.12

Premsrirat, S. (2004). Ethnolinguistic map of Thailand. Department of Cultural Promotion. https://langrevival.mahidol.ac.th/download/bk01_01/

Premsrirat, S. (2006). Language situation: Thailand. In K. Brown (Ed.), Encyclopedia of language and linguistics (2nd ed., pp. 361–364). Elsevier. DOI: https://doi.org/10.1016/B0-08-044854-2/01705-3

Premsrirat, S. (2007). Endangered languages of Thailand. International Journal of the Sociology of Language, 186, 75–93. https://doi.org/10.1515/IJSL.2007.041 DOI: https://doi.org/10.1515/IJSL.2007.043

Premsrirat, S. (2008). Language for national reconciliation: Southern Thailand. EENET. http://www.eenet.org.uk/resources/eenet_newsletter/news12/page12.php

Premsrirat, S. (2018). Mahidol model for the preservation of language diversity: Thailand experience. In Language revitalization: Insights from Thailand (pp. 27–44). Peter Lang.

Premsrirat, S., & Burarungrot, M. (2018). Patani Malay–Thai bi/multilingual education in Thailand’s Deep South. In S. Premsrirat & D. Hirsh (Eds.), Language revitalization: Insights from Thailand. Peter Lang.

Premsrirat, S., & Burarungrot, M. (2021). Multilingualism, bi/multilingual education, and social inclusion: A case study in Southern Thailand. MANUSYA: Journal of Humanities, 24(3), 412–428. https://doi.org/10.1163/26659077-24030006 DOI: https://doi.org/10.1163/26659077-24030006

Premsrirat, S., Laparporn, K., Thawornpat, A., & Rakvong, R. (2018). Project for recording and collecting information to preserve the language and local wisdom of ethnic groups: Urak Lawoi language. Department of Cultural Promotion.

Samoh, U., Burarungrot, M., & Premsrirat, S. (2024). Multilingual education in Thailand’s Deep South. In H. Ting (Ed.), Mother tongue-based multilingual education in Southeast Asia and Malaysia (pp. 78–99). Penerbit UKM.

Thalayluk, J., Thalayluk, S., Thalayluk, K., & Thalayluk, T. (2012). Ari Pajak (Boat Floating Ceremony). Thailand Research Fund. https://langrevival.mahidol.ac.th/download/bk03_09/

Thalayluk, S., Pramongkit, N., Thalayluk, W., Changnum, N., Thalayluk, T., Thalayluk, A., Thalayluk, N., Thalayluk, W., Thalayluk, P., & Thalayluk, N. (2016). Buaij De Laku Suka Buaij (We learn that we love). Thailand Research Fund. https://langrevival.mahidol.ac.th/download/bk03_010/

Thawanphat, M., Burarungrot, M., Samoh, U., & Rakwong, R. (2020). Handbook on the Urak Lawoi writing system in Thai script: Mahidol University edition. Center for Documentation and Revitalization of Endangered Languages and Cultures in Crisis, Research Institute for Languages and Cultures of Asia, Mahidol University.

The National Council for Curriculum and Assessment. (n.d.). Intercultural education in the primary school. https://www.curriculumonline.ie

Thomas, W. P., & Collier, V. (1997). School effectiveness for language minority students. National Clearinghouse for Bilingual Education.

Ukrit, A. (2011). The dynamics of interactions and ethnic maintenance of Lanta Islanders in Krabi Province. Department of Cultural Promotion.

UNESCO. (2021). Global action plan of the International Decade of Indigenous Languages (2022–2032). https://unesdoc.unesco.org/ark:/48223/pf0000379853

UNESCO. (2024). Intercultural competence in multilingual education: A global perspective. UNESCO.

UNESCO Asia and Pacific Regional Bureau for Education. (2020). The Bangkok statement on language and inclusion. https://bangkok.unesco.org/content/bangkok-statement-language-and-inclusion

UNESCO Asia and Pacific Regional Bureau for Education. (2021). Guidance notes: Ensuring inclusive education for ethnolinguistic minority children in the COVID-19 era. https://bangkok.unesco.org/content/guidance-note-ensuring-inclusive-education-ethnolinguistic-minority-children-covid-19-era

UNICEF. (2018). Bridge to a brighter tomorrow: Patani Malay–Thai multilingual education programme. UNICEF.

United Nations General Assembly. (2008). United Nations declaration on the rights of indigenous peoples. https://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

World Bank. (2021). Loud and clear: Effective language of instruction policies for learning. World Bank. https://www.worldbank.org/en/topic/education/publication/loud-and-clear-effective-language-of-instruction-policies-for-learning