An Evaluation of Secondary School Thai Language Textbooks in Pattani, Thailand: An Islamic Perspectives

Abstract

This study focuses on the evaluation of Thai language textbooks used in secondary schools in Pattani, Thailand, with a specific emphasis on the opinions of Islamic teachers. Due to the cultural and religious diversity in the area, this study aims to assess whether these textbooks align with Islamic principles and perspectives. It provides an in-depth analysis of the educational materials used in the region. Through qualitative methods such as content analysis and in-depth interviews, the study aims to understand the perceptions, experiences, and challenges of Islamic teachers in integrating Islamic content into Thai language instruction. It also explores the extent to which these textbooks incorporate linguistic skills, cultural representation, and Islamic values, and sheds light on the role of teachers in promoting culturally sensitive and religiously inclusive education. Additionally, the study investigates the particular challenges faced by Islamic teachers in Pattani when implementing the integration of Islamic perspectives. It examines their teaching strategies, the adaptation of materials, and any unique considerations that arise in comparison to teachers in non-Islamic contexts. The findings of this study will offer practical recommendations for curriculum development and teacher training programs, aiming to improve the quality of language education and promote a more culturally responsive and inclusive learning environment in secondary schools in the region.