Research On The Status Quo Of Chinese Teaching In Thai Kindergartens

China and Thailand are like sisters.Along with the growth of other countries worldwide,the two sister-like countries are exchanging their economics and cultures,especially Chinese language which is dominant.Since 1992 the Thai government set green light for schools to organize the Chinese language as a foreign language study in the curriculum for primary level,of which age ranges are from 3-6 years old which is the significant ages for learning foreign languages,at the start.To cope with the govenment plan,kindergarten school began its Chinese language course for pre-primary ages.This research is the study of Chinese language instruction in Kindergarten school in Thailand.The study is referred to the case study from Chiang Mai Chong Hua Xinsheng Holley School(kindergarten),applying overall research methodology relating to the lesson,the teaching methods,the comparison betwee Chinese language level and Thai language level of the students,family background and parents’ attitudes towards the teachers’ teaching methods and the students.Many problems are found at the Chinese language teaching to the kindergarten students and solutions are introduced to solve the problems.This research selects 90 kindergarten students which are 30 students from each year from year 1 to year 3,3 Chinese language teachers and 90 parents.Methodologies used are interviewing and research testing about Chinese language instuction in Kndergarten level in Thailand and family background of the selected subject students.The researcher uses habitual survey of the kindergarten student and the teacher in classroom in the first place,looking into the teaching by games while interviewing the teacher and the students about teaching conditions and the concepts of the student toward Chinese language learning.Furthermore,the researcher uses questionnaires for the parents to study the Chinese language learning of the student at home and to study the attitudes of the parents towards the school and the Chinese language teachers.Picture Identification Form Mandarin Picture Naming FormAt the end,the researcher uses Mandarin Picture Naming Form to test knowledge level in Chinese vocabulary and Thai vocabulary of the students.The results are as follows:1.The Thai government has no policy or Chinese language teaching in kindergarten level,which is the sultable ages for learning languages including Chinese language.The popularity in studying Chinese language is still low.2.Teaching curriculum,which focuses on ages,studying significance and teachers’time for students are insufficient.They use conversational questions and answers activities to encourage the students to do exercises.3.The parents are satisfied with the teachers’ teaching methods and support Chinese learning for thei children.However,the studying environment is not supportive.From the study,it is found that Chinese languague learning in the kindergarten level are here below:1.The teachers’teaching methods are various and flexible in positive point of views.2.Chinese language books are sufficient and are available in a variety of forms.3.The teacher can choose the books for the students basing onth ages,capability,interest etc.Moerover,the study find that there are problems in Chinese language instuction to the kindergarten levels,which are the following issues:1,the teaching facilities are not up-to-date.2.The policy which pushes the teaching is not solid.3.The teacher in the kindergarten level does not graduate in Primary-level teaching field.From the study,the researcher suggests that the teacher apply Primary-level courses to level up their skills.The scholar management and the government support has influence in the core of Chinese language instruction.The researcher recommends the solutions to the problems of Chinese language teaching and studying in kindergarten levels including studying results which has effects on the core of the learning which are as follows:1.Intensifying the degree of supportive policy in Chinese language instructions.2.Introducing teaching facilities for Chinese language teaching for kindergarten levels.3.Increasing jobs for Chinese language teaching to kindergarten level.