Promotion of English Language Learning among Thai Buddhist Monks: Integrating Theory and Practice
คำสำคัญ:
English language learning, Thai Buddhist monks, monastic supportบทคัดย่อ
English proficiency is vital for effective intercultural communication and the widespread dissemination of Buddhist pedagogy in a globalized world. However, Thai Buddhist monks face special challenges in English acquisition, including limited access to contextually relevant materials, a scarcity of qualified instructors within monastic communities, and competing religious works. This article proposes a holistic framework that integrates three theoretical perspectives: Vygotsky's sociocultural theory (Zone of Proximal Development and the More Knowledgeable Other), Dewey's experiential learning model (authentic experiences and reflection), and Buddhist pedagogical principles (mindfulness practices and ethical motivation). Practical strategies include curated e-learning modules with Buddhist content, mobile applications tailored to monastic routines, virtual classrooms with scaffolded support, temple interaction simulations, peer learning circles, and mindfulness-based study routines, all supported by mentorship programs and institutional incentives, such as internal proficiency certificates, to sustain ongoing engagement. This study assists Thai monks in developing their English proficiency, thereby increasing their capacity for religious outreach, interfaith conversations, and international engagement. It tackles issues concerning infrastructure and timing. By harmonizing theoretical frameworks with monastic principles and practical situations, it offers a viable approach to incorporating language education within monastic studies.
เอกสารอ้างอิง
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