Chinese Language Education under the Integration of Chinese and Thai Languages and Cultures

Background and Aims: This article analyzes the development process of Chinese education in Thailand and compares its different characteristics regarding Chinese cultural inheritance and language dissemination with other Southeast Asian countries. It is believed that the integration of Buddhist and Confucian cultures between China and Thailand, as well as Thailand's harmonious and inclusive ethnic policies and cultural environment, are the main reasons for the steady development of Chinese education in Thailand. In the language and cultural integration process between China and Thailand, there has also been a certain degree of excessive and cross-border integration. "Moderate integration" and "excessive integration" constitute the characteristics of Thai Chinese language education, and their dual characteristics jointly influence the progress of Thai Chinese language education. Methodology: Using the literature research method and induction by looking at the literature to summarize the viewpoints proposed by relevant scholars. Conduct an extensive review of existing literature on language education, focusing on Chinese and Thai languages and cultures. Analyze academic papers, textbooks, and relevant educational materials to identify effective strategies for language integration. Evaluate existing Chinese language education curricula and materials in both China and Thailand. Identify commonalities and differences, and explore ways to integrate elements that reflect both Chinese and Thai cultures. Results: The vigorous development of Thai Chinese education is closely related to integrating Chinese, Thai Buddhist, and Confucian cultures, as well as Thailand's harmonious and inclusive ethnic policies and cultural environment. This is a positive manifestation of Thai-Chinese education's "moderate integration" and a proper interpretation of Thai-Chinese education under the premise of integration. However, there has also been a certain degree of excessive and cross-border integration of language and culture between China and Thailand, resulting in negative impacts such as Chinese language variation, structural imbalance in teaching systems, and a lack of competitive environment for the Chinese language. Conclusion: The sorting out of the joint representation of "moderate integration" and "excessive integration" in Thai Chinese education reflects and abandons the survival mode and cultural landscape inherited and condensed by Thai Chinese education over a long period in the historical evolution.