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52 The Journal of the Royal Institute of Thailand Volume III - 2011 52 Thai-ization Prior to the introduction of the bilingual curriculum, students were unhappy with their classes, as lessons had been taught in Thai only, and they could not understand the content of what was being taught. That has since improved. On July 11, 2010, the Bangkok Post reported that Thai language skills of students under the bi-lingual project had improved by 35%, an improvement greater than that at schools not involved in the project. Teachers reported that students were better at their studies, paid more attention in class, and were not hesitant in expressing their views. Most students were happier with their classes and absenteeism had been reduced markedly. Conclusion The use of Thai characters to transcribe Thai dialects and ethnic languages, whether it is Thai-ization or a Thai-ized transcription, not only encourages the preservation and revitalization of languages in jeopardy of disappearing, but also supports a better understanding among those in the same country who use different mother tongues, and benefits the learning of students whose mother tongue is not Thai, not only of the Thai language, but of content subjects such as mathematics, science, and history. References Thai Language Royal Institute. Committee for the Provision of Manuals for Thai-based Writing Systems for Indigenous Languages of Thailand (223/2552 November 6, 2009). Royal Institute. Handbook of a Thai-based Writing System for Malayu Patani. Bangkok: Sahamit Printing; 2010. Royal Institute. Office of the Prime Minister Promulgation and the Royal Institute Promulgation on Romanized Names for Changwat, Khet, Amphoe and King Amphoe and Thai Romanization Principles. Bangkok: Khurusapha; 2000. Royal Institute. Office of the Prime Minister Promulgation and the Royal Institute Promulgation on Thai Names of Countries, Territories, and Capitals. 2 nd printing. Bangkok: Arun Kanphim; 2002. 45-53_mac9 5/3/12, 10:08 PM 52