‘So, it feels like policy only exists on paper, not in practice:’ repositioning English language policy in Thailand’s conflict-affected and marginalized deep south

Abstract

In regions shaped by armed conflict and cultural distinctiveness, national language policies often clash with local realities. This study examines how English Language Teaching (ELT) policy is interpreted and enacted by educational stakeholders in Thailand’s Deep South (TDS), a region characterized by protracted insurgency and a unique Malay-Muslim multilingual identity. Based on qualitative data from 27 participants, including three provincial education officers, 12 school administrators, and 12 teachers from public and Islamic schools, the findings reveal English as a dual-edged sword: it is viewed as a passport to opportunity while simultaneously functioning as a marker of inequality that deepens existing divides. Furthermore, a significant policy-practice gap emerges, driven by culturally misaligned curricula and centralized testing regimes that compel teachers to act as technicians rather than responsive educators. In response, educators demonstrate profound agency, adapting instruction to affirm local identity and transforming their classrooms into safe spaces for resilience and peacebuilding. The study challenges one-size-fits-all reforms, arguing for language policies that are equity-oriented, culturally sustaining, and conflict-sensitive to meet the needs of marginalized, conflict-affected communities.

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