สำนักราชบัณฑิตยสภา

The Journal of the Royal Institute of Thailand Volume III - 2011 61 Suwilai Premsrirat The model is comprises of 11 component activities which are adapted to utilize the best fit for the unique contextual needs of individual communities. The first step in the model is 1) preliminary research, which consists of assessing the morbidity of a language in an area, surveying the literacy of the people, and performing a linguistic analysis . 2) Once the linguistic situation is understood, awareness raising activities such as seminars, discussion groups, and study visits are arranged to mobilize partners in the effort. 3) After partnerships have been established, a writing system is developed for the language. 4) With a writing system that has been deemed acceptable by the community, then literature production commences; local authors create stories for big books, small books of different stages, and dictionaries that the language speakers compile themselves. 5) The next step is to introduce the language into the formal school system. For small, seriously endangered languages such as Chong, Nyahkur and So (Thavung), the language is taught as a subject in local schools. This involves developing a curriculum and instructional materials, lesson planning, and teacher training. For the bigger language groups or languages that the children still speak, such as Patani Malay, Northern Khmer, Lavua etc., a mother tongue-based bilingual education is conducted in order to address the language identity crisis or cultural conflict and to raise studentsû level of achievement in school. This form of language revitalization starts when the child first starts school. 6) A way to strengthen the presence of the language is through the establishment of a community learning center and local museum for the community at large. It serves as an information center for the public where cultural information can be provided, cultural activities and language classes can take place, production of new literature can occur, and community business can be conducted. 7) A Language Nest for small Bisu children prior to kindergarten and Master-Apprentice for Kasong at the last stage before extinction have been conducted. 8) Of fundamental importance is using the language to document local knowledge of forest plants for use in herbal medicine, rituals and ceremonies, and for food. 9) All of these activities undergo continuous monitoring and evaluation, with facilitation as necessary. 10) Networking 11) The eventual goal is to influence the national language and education policies so as to guarantee that ethnic minority languages be protected and promoted alongside with the national and international languages. Ultimately, it aims to ensure full government support for childrenûs rights çto an education in their own culture and provided in their own language.é (United Nations Declaration on the Rights of Indigenous Peoples, Article 14 Section 3 ) 54-75_mac9 5/3/12, 10:42 PM 61