Lessons Learned from 9 Year Impact Evaluation of Mother Tongue-Based Multilingual Education (MTB-MLE) Education Program in Thailand

• In Event: Literacy in the digital world, multilingualism and unemployed youth: diverse case studies from South Asia

Proposal

Relevance
This applied research submission will present findings from a impact evaluation of a Mother Tongue-Based Multilingual Education (MTB-MLE) program in Thailand, after 9 years of operation, addressing critical language issues in education for ethnic minority students. The program aimed to bridge language gaps and improve learning outcomes for ethnic minority students in remote areas of northern Thailand. By providing curriculum materials, teacher training, and multilingual classroom assistants in Thai public schools where teachers did not speak the students' native languages, the program supported educational and linguistic inclusion for ethnic minority students.

The session aligns with the Language Issues SIG by showing how mother tongue instruction can promote educational inclusion for marginalized populations. It also connects to the conference theme by addressing how linguistic diversity can create more equitable learning opportunities. This evaluation contributes to important discussions around multilingual education, highlighting both successes and challenges NGOs face in implementing MTB-MLE programs.

Context
Ethnic minority students in Thailand often struggle academically due to language barriers in Thai-medium schools. The program aimed to address these barriers by providing curriculum and instruction materials in both the students’ mother tongues and Thai, helping them bridge the gap between their home languages and the national language of instruction.

The MTB-MLE program was implemented in schools located in Mae Hong Son, Chiang Mai, and Chiang Rai, where the ethnic minority populations of S'gaw Karen, Shehleh, and Black Lahu reside. Its goal was to preserve the students’ ethnic languages and cultural identities while equipping them with skills to succeed in Thai primary education. This focus on culturally relevant education has been shown to enhance learning outcomes, especially for marginalized and linguistically diverse students. The program's approach is particularly relevant to the Language Issues SIG, as it addresses how multilingual education can support both academic success and cultural continuity for ethnolinguistic minorities.

Mode of Inquiry
The evaluation employed a mixed-methods research design, incorporating 48 semi-structured interviews with program stakeholders, including teachers, students, parents, school principals, NGO staff, and local government officials. Interviews were conducted in both Thai and local languages, allowing participants to share their perspectives in the language they were most comfortable using.
The qualitative data was complemented by program monitoring data, tracking changes in student test scores over time. Thematic analysis was used to code the interviews and identify key themes, while the inclusion of student performance data allowed for an analysis of how the program impacted academic achievement compared to national averages.

This impact evaluation explored three main research questions:
How has the MTB-MLE program impacted ethnic-minority student learning outcomes and behavior?
How has it influenced attitudes of parents, the community, and local governments toward ethnic-minority students and education?
What are the challenges and areas for improvement in the program’s implementation?

Findings
The evaluation revealed several successes of the MTB-MLE program, particularly in terms of student learning outcomes. Students who participated in the program showed significant improvements in their reading and writing proficiency in both their mother tongue and Thai. Over the nine years, students in FAL-supported schools, who had initially scored below the national average, improved to match the national average by 2023, demonstrating the program’s effectiveness in closing the language gap and enhancing academic performance.

Additionally, teachers and parents noted positive behavioral changes in students, including increased confidence, engagement, and enthusiasm for learning. Students were more willing to participate in class discussions, work collaboratively, and engage in group activities. These changes were largely attributed to the mother tongue instruction, which helped students feel more comfortable and confident in their learning environment.
The program also played a significant role in promoting ethnic identity and cultural pride. By incorporating local languages and cultural content into the curriculum, students were able to maintain a strong connection to their heritage while acquiring skills to succeed in the Thai education system. However, the evaluation also identified challenges, such as high teacher turnover and resource limitations. The program faced difficulties in recruiting and retaining teachers fluent in both Thai and the students’ mother tongues, and there was a persistent need for teaching materials and funding.

Contribution
This impact evaluation provides valuable insights into how language issues affect educational access and success for ethnolinguistic minority students. The findings demonstrate that multilingual education can improve not only academic outcomes but also promote cultural preservation and community engagement. Programs like MTB-MLE can serve as effective models for addressing educational inequalities in other multilingual contexts.
The program's emphasis on community involvement was particularly noteworthy. Initially, many parents and community members were resistant to mother tongue instruction, preferring Thai-only education. However, as the program’s benefits became evident, community attitudes shifted, and parents became active participants in their children's education. This increased parental involvement was critical to the program’s success, illustrating the importance of engaging communities in language-based education initiatives.

The evaluation also highlights the potential for systemic change through government advocacy. Although government support was limited in the program’s early years, the success of the MTB-MLE initiative has begun to influence national policy discussions. Continued advocacy could lead to the integration of mother tongue-based education into Thailand’s national education policies, ensuring the program’s long-term sustainability and expansion.

Broader Outcomes and Recommendations
The session will also explore how the MTB-MLE program's impact extends beyond immediate educational benefits. By promoting cultural preservation and fostering a sense of community, the program contributes to social cohesion and cultural continuity. Positive changes in student behavior, community attitudes, and policy impact highlight the program’s comprehensive approach to education.

Key recommendations for future success of this and similar programs include:
Enhancing teacher training and retention through support, incentives, and continuous training.
Increasing resources and funding for adequate teaching materials and support for local teachers.
Strengthening community engagement by involving parents and community members in the educational process.
Advocating for sustained government support to integrate the program into national policies.
Expanding the program to higher grade levels and additional schools to reach more ethnic minority students.
Monitoring and evaluating impact regularly to make data-driven adjustments that enhance the program’s effectiveness.

Author

• Andrew Swindell, Asian University for Women